strategies used in teaching oral skills in the english
TRANSCRIPT
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STRATEGIES USED IN TEACHING ORAL SKILLS IN THE ENGLISH
LANGUAGE AND THEIR EFFECT ON PUPILS’ PERFORMANCE IN LOWER
PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA
VIVIAN AFANDI
E55/CE/28027/2013
A RESEARCH THESIS SUBMITTED IN PARTIAL FULFILMENT FOR THE
AWARD OF THE DEGREE OF MASTER OF EDUCATION (LANGUAGE
EDUCATION) IN THE SCHOOL OF EDUCATION OF KENYATTA
UNIVERSITY
NOVEMBER, 2018
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DECLARATION
I declare that this thesis is my original work and has not been presented in any other
university/institution for consideration. This research thesis has been completed by
referenced sources dully acknowledged. Where text, data or tables have been borrowed
from other sources, including the internet, these are specifically accredited and reference
cited in accordance and in line with anti-plagiarism regulations.
Signature __________________ Date__________________________
Name: Vivian Afandi E55/CE/28027/2013
Department of Educational Communication and Technology
Kenyatta University
SUPERVISORS:
We confirm that the work reported in this thesis was carried out by the candidate under
our supervision as University Supervisor(s).
Signature ___________________________Date _________________________
Dr. Adelheid Bwire
Department of Educational Communication and Technology
Kenyatta University
Signature____________________________ Date_________________________
Dr. Mary. Nasibi
Department of Educational Communication and Technology
Kenyatta University
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DEDICATION
This work is dedicated to the Almighty God for His providence during the study. In
addition, I dedicate and extend my gratitude to my mother-Elizabeth Luvusi, my two
sisters-Mercy Chonamoyo and Laura Kageha and my son- Gael Muhambe for their vision
in the realm of my education.
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ACKNOWLEDGEMENT
The successful completion of this research would have been impossible without the
guidance, support, advice, motivation, and encouragement of other parties. To those who
have contributed to the completion of this study, I wish to extend my sincere and heartfelt
appreciation. In particular, I would like to thank my supervisors, Dr. Adelheid Bwire and
Dr. Mary Nasibi, for the invaluable guidance they gave me in realization of this study.
I am indebted to the entire library staff of Kenyatta University who gave me the necessary
assistance particularly during the literature review phase of this study. To you all, I will
forever be grateful. I would also like to acknowledge the contributions of all those
teachers and head teachers who took their time to provide the data needed for this study
during the piloting and actual data collection phases of this study. To my friends who
always pushed me to complete this work, to all of you I say, God bless you abundantly.
To all the people who helped me in one way or the other in the study, whether mentioned
by name or not, I am grateful and may God bless you all.
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TABLE OF CONTENT
TITLE PAGE ................................................................................................................... i
DECLARATION ............................................................................................................ ii
ACKNOWLEDGEMENT ............................................................................................ iv
TABLE OF CONTENT ..................................................................................................v
LIST OF FIGURES ..................................................................................................... viii
LIST OF TABLES ......................................................................................................... ix
ABBREVIATION AND ACRONYMS ..........................................................................x
ABSTRACT ................................................................................................................... xi
CHAPTER ONE: INTRODUCTION ............................................................................1
1.1. Background to the Study ............................................................................................1
1.2. Statement of the Problem ...........................................................................................9
1.3. Purpose of the Study .................................................................................................10
1.4. Objectives of the Study ............................................................................................10
1.5. Research Questions ..................................................................................................11
1.6. Significance of the Study ..........................................................................................11
1.7. Scope of the Study ....................................................................................................12
1.8. Assumptions of the Study .........................................................................................13
1.9. Limitations and delimitations of the Study ..............................................................13
1.10. Theoretical Framework ..........................................................................................14
1.11. Conceptual Framework ..........................................................................................16
1.12. Operational Definition of Terms Used ...................................................................19
CHAPTER TWO: LITERATURE REVIEW ............................................................20
2.1. Introduction ..............................................................................................................20
2.2. Early Development of Oral Language Skills ............................................................20
2.3. Language Policy and Practice in Kenyan Schools ...................................................22
2.4. Techniques of teaching English Language ...............................................................24
2.5. Types of Teaching and Learning Materials used for Teaching Oral Skills in
English .............................................................................................................................28
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2.6. Relationship between Teachers’ Qualifications and their Ability to Teach Oral Skills
.........................................................................................................................................32
2.7. Challenges Faced by English Teachers While Teaching Oral Skills .......................34
2.8. Empirical Review .....................................................................................................38
2.9. Chapter Summary .....................................................................................................39
CHAPTER THREE: RESEARCH METHODOLOGY ............................................41
3.1. Introduction ......................................................................................................................................... 41
3.2. Research Design .................................................................................................................................. 41
3.3. Study Area ........................................................................................................................................... 42
3.4. Target Population ................................................................................................................................ 43
3.5. Variables of the Study ..............................................................................................43
3.6. Sampling Procedure and Sample Size ................................................................................................. 46
3.7. Research Instruments ........................................................................................................................... 47
3.8. Piloting of Instruments ........................................................................................................................ 49
3.9. Validity and Reliability of Research Instruments ................................................................................ 49
3.10. Data Collection Procedures ............................................................................................................... 50
3.11. Data Analysis..................................................................................................................................... 51
3.12. Ethical Consideration ........................................................................................................................ 52
CHAPTER FOUR: RESULTS AND DISCUSSION OF FINDINGS ......................53
4.1. Introduction ..............................................................................................................53
4.2 Response Rate in Percentages ...................................................................................54
4.3. Demographic Data of Respondents ..........................................................................55
4.4. StrategiesUsedbyTeacherstoteach Oral Skills ..........................................................57
4.5 Types of Teaching and Learning Materials Used for Teaching Oral Skills ..............62
4.6.Relationship between Teachers’ Qualification and their Ability to Teach
Oral Skills ........................................................................................................................65
4.7. Challenges Faced by Teachers of English While Teaching Oral Skills ...................67
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS .71
5.1 Introduction ...............................................................................................................71
5.2. Summary of Findings ...............................................................................................71
5.3. Conclusions and Recommendations .........................................................................75
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5.4. Recommendations ....................................................................................................76
5.5. Suggestions for Further Research .............................................................................77
REFERENCES ..............................................................................................................79
Appendix 1: The Teachers Questionnaire .......................................................................85
Appendix II: Observation Sheet on Oral Performance of Conversation Inside the
Classroom ........................................................................................................................91
Appendix III: Teachers oOf English Interview Guide ...................................................92
Appendix IV: Work Plan .................................................................................................93
Appendix V: Research Budget ........................................................................................94
Appendix VI: Letter of Introduction ...............................................................................95
Appendix VII: Location of Kakamega East Subcounty ..................................................96
Appendix VIII: Research Permit .....................................................................................99
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LIST OF FIGURES
Figure 1: Conceptual Framework Diagrams ...................................................................17
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LIST OF TABLES
Table 3.1: KCPE Performance for Kakamega County for the past two years ................42
Table 3.2: Study variables ...............................................................................................45
Table 3.3: Sampling frame ..............................................................................................47
Table 4.1: Response rate in percentages ..........................................................................54
Table 4.2: Demographic data of respondents ..................................................................56
Table 4.3: Strategies used by teachers to teach oral skills ..............................................58
Table 4.4: Types of teaching and learning resources used for teaching oral skills .........62
Table 4.5: Relationship between Teachers' Qualification and Pupils Performance in Oral
Skills ................................................................................................................................66
Table 4.6: Challenges faced by teachers while teaching oral skills ................................67
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ABBREVIATION AND ACRONYMS
GOK- Government of Kenya
KCPE- Kenya Certificate of Primary Education
KCSE- Kenya Certificate of Secondary Education
KICD- Kenya Institute of Curriculum Development
KNEC- Kenya National Examination Council
RoK- Republic of Kenya
SPSS- Statistical Package of Social Sciences
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ABSTRACT
The purpose of this study was to examine the teaching strategies used in teaching oral
skills in English language and their effects on pupils performance among lower primary
school pupils. Specifically the study was guided by the following objectives; to
investigate the teaching methods used by teachers for the development of English oral
skills, to examine the types of teaching and learning materials used for teaching oral skills
in English language, to establish the relationship between teachers qualification and their
ability to teach oral skills and to establish the difficulties faced by English language
teachers while teaching oral skills. This study is significant considering the important role
English language plays in the teaching and learning in general and in language
acquisition. It is hoped that the findings would serve as a basis for assisting teachers of
English language adopt teaching techniques which would promote the teaching of oral
skills. The research was guided by Vygotsky’s theory of Zone of Proximal Development
(ZPD). Literature was reviewed as per the study objectives. The variables under
investigation were independent, intervening and dependent variables. The study used
descriptive research design. The study employed stratified simple random sampling
technique in selecting the sample size for the schools, classes and teachers of English
giving final sample sizes of 10 schools, 100 teachers and 10 classes. Piloting study was
done in two primary schools that were not used in the main study. Questionnaire,
interview schedules, observation schedules were used to collect data. Both quantitative
and qualitative data were collected and analyzed by Statistical Package for Social
Sciences (SPSS), content analysis respectively. The results were presented in form of
tables for interpretations and discussions. Further the study found out that teachers
employed interactive techniques through the use of English as a medium of instruction in
their classes while teaching oral skills. The study established that textbooks and
newspaper/magazine cuttings were used as the preferred teaching and learning material
in teaching oral skills in English. It was further established that most schools lacked a
variety of other learning materials and resources to enable them effectively teach oral
skills. The study established that there was a significant relationship between teachers’
qualification and the teaching of oral skills in English. Among the challenges facing the
teaching of oral skills in English, the study revealed that the teaching and learning of oral
skills in English was greatly hampered by mother tongue influence, lack of constant
practice in the use of oral skills and inadequate textbooks of oral skills in English. Based
on these findings, the study recommends that teachers should design more interactive oral
strategies such as role play, reciting of poems and instructional activities that allow
students to participate in the learning process. Further there is need for the government to
procure and distribute enough teaching and learning materials that can facilitate the
improvement of learning English oral skills. Moreover, teachers of English should try and
advance their teaching skills through attending more professional trainings and that they
should adopt a learner centered method of teaching to allow for active participation of
students in order to encourage them to communicate effectively and intelligibly.
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CHAPTER ONE
INTRODUCTION
1.1. Background to the Study
Language is the use of arbitrary signs and symbols to communicate ideas. It is a tool of
communication. Today, English language has rapidly become the main medium of
communication at home, in school and in communal domain both locally and globally.
Therefore, there is need for English users to accurately and fluently communicate in
English all over the world. It is therefore important that the teaching and learning of
English language is taken seriously especially for communication purposes to satisfy
economical needs and to pace up with worldwide demands for English language skills
(Morris & Leavey, 2006).
The importance of oral proficiency in any language cannot be overemphasized. Palmér
(2010) notes that spoken language is the pupils’ primary way of communicating and
forms a crucial part in their language learning process. To communicate is to send and
receive comprehensible information, process the information and evaluate their
knowledge. It is through communication skills that they are able to beef up and develop
more advanced language skills.
Listening and speaking are prerequisite skills to reading and writing. A learner has to
develop his/her oral skills first before he/she is able to read and write. Once a learner can
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listen to a language and speak it, then he/she can progressively learn how to read and
write effectively (Resnick & Snow 2009).
In most classrooms, the major focus of the concerned teachers and students is on the
Reading and writing skills rather than the other two skills. Both the teacher and student
give less importance to the Listening and Speaking Skills. Teaching the students who
have a limited exposure and understanding of the English language can be a tedious job.
English for a majority of learners is a second language, as learners of English
communicate in their first language at homes, markets and other places; most of them
face crucial problems in writing and speaking because these are productive skills.
Listening and speaking skills forms the basis to start learning more languages. These
skills are paramount as they are afterwards used as a means through which one is able to
sustain the life- long learning process. If there is poor listening input from caregivers to
a child, there are high chances that an individual will fail to accomplish long term goals.
We perceive the world through listening (Linebarger, 2001). Improvement in listening
skill has a profound effect on other basic language skills. Morris and Leavey (2006) found
out that listening skills enhance learners’ phonological development. Listening skills
teaching also improves the learners ’comprehension during reading. Listening and
reading stories simultaneously improves the learners’ performance in reading
comprehension (Badian, 1999; Bergman, 1999).
The teaching and learning of English language involves the four basic skills of listening,
speaking, reading and writing. Even though each skill carries equal importance in English
language learning, these skills do not develop at the same rate among the pupils. Many
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pupils found to understand English language unfortunately fail to express themselves
effectively in public. This is because most pupils still find speaking in the second
languages the most difficult skill to acquire. The need for fluency, accuracy and
effectiveness in the use of English language all over the continent as a result of the
function it plays as the continent’s international means of communication has given
priority to establishing more effective ways to instruct English language. Teaching
listening and speaking skills is thus crucial in English language instruction.
The great number of erroneous utterances that learners of English produce in oral
performance and their recourse to communication strategies, as shown in Rababah's study
(2001), is an indication of how serious the problem is. Being able to successfully
communicate ideas orally is a fundamental skill in language learning and represents a
huge challenge for beginners. Especially at the primary school level, learners usually
struggle with expressing themselves and would usually avoid active participation in
communicative activities, which can hinder their language learning process and can affect
their attitudes towards the language.
Teachers are usually in charge of organizing and implementing activities in oral English
language classes. They determine the learning outcomes and eventually the quality of the
classes (Coleman, 2014). Most language learners use the effectiveness in speaking as the
gauge of having known a language. To them fluency is being able to communicate with
others more especially as compared to the ability to utilize the other language skills. This
means to them, speaking is the most important skill in acquisition of any language and
their assessment in their progress in learning a language is in terms of their
accomplishments in oral skills (Coleman, 2014).
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Listening and speaking skills satisfies both general and specific methodological roles. To
learn how to speak is an achievement, as it empowers learners with skills which they can
use forever. Through listening and speaking a learner is able to express himself/herself,
argue, explain and pass on a message. Teaching of listening and speaking skills is meant
to improve their fluency in English language and to enable them meet the social,
commercial and political challenges after school (KICD, 2006). The ability to orally
present yourself is very crucial in a society where judgment is made on one’s ability
to present their ideas in a fluent and accurate way in different domains (home, school,
workplace, and communal) (Coleman, 2014).
The teaching of English in most third world countries has usually been an issue as learners
do not realize its application in their immediate and future needs except during
examinations . Learners go through several stages of their academic profile successfully
without the necessary competence in English language thus there is minimal attention
paid to the language. (Focho, 2014). Rees (2000) in his research says the medium of
instruction and achievement is directly proportional and that poor competence in English
language negatively affects the performance of learners. According to Cheetham (2014),
Fakeye (2014), Moh (2014) and Neeta and Klu (2013) the role of communication and
interaction in the learning process is a critical success factor in education.
Foley (2002) and Jordaan (2011) claim that English is on the whole being used badly by
most educators. According to Rees (2000) many learners do not hear adequate and
authentic English from first language speakers of the language in a register appropriate
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for their age or scholastic level. Janks (2014) confirmed this, arguing that many African
teachers teach using English language. This works negatively for the learners as they
often copy their teachers’ incompetence in the English language. Balfour (1999) and
Fakeye (2014) argue that in instances where English language is instructed incompetently
it hinders and impairs the learning process. A study done by Neeta and Klu (2013)
revealed that difficulties in English are a serious problem in the education system in South
Africa and the low levels of English competence among learners is a fact. De Wet (2002)
and Janks (2014) claim that most teachers are not well equipped with the required
knowledge, skills and attitudes for effective teaching and learning of English language.
The importance of incorporating English language in Kenya’s education system is
enclosed in the National Educational Objectives, as postulated in the National Language
Policy which states that in a monolingual settings, mother tongue be used as the language
of instruction in lower primary except in teaching of English language (Muthwii, 2004;
Nabea, 2009). This implies that language usage is a consequence of the multiplicity of
language types that surround the Kenyan society, and which require a regulatory
mechanism to determine the language in which to transact both in school and other social
places (Gathumbi, 2008). From upper primary school (from class 4), English is taught as
a subject and also used as a medium of instruction for all the other subjects except
Kiswahili. Symwene (2013) asserts that the teaching of English as a subject and using the
language as a medium of instruction in the Kenyan curriculum is important as English
plays a vital role for the rest of a learners academic life and beyond-it is the medium of
instruction and most academic materials are availed and printed in English language thus
the academic success of a learner entirely lies on his/her competence in English language.
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Oral skills therefore entirely establish the foundation to the instruction and learning of the
English language.
The Kenya Primary School Curriculum by the Kenya Institute of Curriculum
Development (KICD) emphasizes the importance of English language as both a
compulsory and examinable subject (Odera, 2011). The primary school English syllabus
postulates that fluency in all aspects of the English language will enable children to
perform better in all other subjects whose medium of instruction is English (KIE, 2006).
This therefore, suggest that teachers should adopt appropriate methodology that enhances
children’s listening and speaking skills in the language of instruction so as to enable
children to perform better in all activity areas. Concerns are being raised over mastery of
oral communication skills particularly in public primary schools in Kenya. In the Kenyan
context, it is a big challenge to master the skills in English language as often learners are
minimally exposed to the English learning environment as it is only during an English
lesson are they exposed to the language (Linebager, 2001). After the lessons, they can
hardly practice the language therefore mastery of the language becomes limited to the
teachers’ exposure during the lessons which is usually not adequate Gebhard (2000).
The classroom therefore offers almost a natural setting for a variety of listening and
speaking skills opportunities. A well planned classroom environment can act as a catalyst
for oral language proficiency and development. Playing around with words, singing,
chanting and playing with the sounds and rhythm of language are the first step towards
phonemic awareness. Such play gives children a sense that language is made of words,
that words are made of separate parts and that those parts are made of separate sounds.
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Acting out stories and events in language learning encourages learners to internalize and
demonstrate the content they have learnt. Role play/dramatization varies from formal to
informal which when well utilized helps in articulation of sounds and memory of skills
development. Use of oral songs also gives the learner a platform for oral practice.
(Gasparro & Falletta, 1994) and is effective especially if the selecting of the poem is
rightfully done. These poems should put into consideration play lets or plays that express
strong emotions, attitudes, feelings, or opinions (Tomlinson, 1986).
Researchers insist that a teacher in a class is entirely in charge of developing the learners’
language competence (Perrot, 1982; Ryanga, 1986). Perrot (1982) draws a similarity
between a teacher and his teaching; this is so because it is the teacher, who is in control
of the content delivery, teaching and learning activities and level of learner participation.
Symwene (2013) says that teachers play a central role in ensuring effectiveness in the
teaching and learning of a language. Most teachers are traditional and have failed to be
dynamic in the teaching and learning of English language. They have failed in integrating
the teaching of English language to real life experiences and to take initiative in making
English language instruction dynamic and interesting. They still strictly stick to the
methodologies designed in the course books. They do not encourage oral presentations
thus failing to make learning interesting. In addition, the large numbers of learners in a
classroom pose a big challenge. It is almost impossible to cater for learner differences; it
is also a problem integrating use of various teaching techniques and use of various
teaching and learning resources. Inadequacy of the teaching and learning materials
hampers the whole process. (Coleman, 2014).
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English language teaching in public schools regardless of primary or secondary education
always put emphasis on reading and writing skills forgetting oral skills (Harmer, 2001).
A lot of emphasis is placed on reading and writing due to its importance in answering the
examinations. This is the norm found in exam oriented curriculum that focuses on passing
examination for future undertakings. As a result of neglecting the two main skills in
English language by not providing the pupils with enough space to practice and use the
language effectively has led them to encounter difficulties in comprehending and
conversing well in English language.
There is little emphasis on teaching of oral skills at primary school level. According to (
Bwire ,2007), the training of oral skills is not as emphasized as reading and writing and
this is the reason why oral and listening skills are partly acquired. This may discourage
many pupils who are more interested in speaking English. (Kembo-Sure, 1992) argues
out that oral skills teaching and learning has been assumed in the Kenyan classroom. This
he points out could be due to the reason that in KCPE and KCSE, oral skills are never
tested. It is a worrying trend because negligence in the teaching of oral skills affects the
internalization of all the other language skills and generally in pupils’ proficiency in
English.
Many researches targeting school performance and learner performance in English
language examinations has been done in Kenya by Keraro, Okere and Mondoh (2002).
Allegedly, students’ lack of proficiency in and mastery of English Language is a serious
handicap in National examinations, with misspellings of scientific names, terms and
simple everyday words being a common feature. The 2010 report in Kenya by the Kenya
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National Examinations Council (KNEC) on performance at National examinations
decries the poor performance in English language. This necessitates studies on the
influence of strategies used in teaching oral skills in the English language on pupils’ oral
skills performance.
1.2. Statement of the Problem
Language plays an important role in the teaching and learning process in that all aspects
of the curriculum depend on the learners’ proficiency in all the language skills. Sadly
though, studies in second language learning (L2) (Alam and Uddin, 2013; Symwene
2013; Coleman, 2014) shows that in most public primary schools, less emphasis is placed
on the learning of oral skills and more emphasis is placed on reading and writing due to
its importance in the examinations. Wafula (2009) also notes that in Kenya, the teaching
of reading and oral literature is either ignored or haphazardly taught. Consequently,
English language is learnt for purposes of passing examinations and not necessarily for
the advancement of the basic language skills. In the Kenyan curriculum, oral skills are
not tested in the examinations, which is the reason for the less emphasis by teachers and
learners especially the system being examination oriented. Therefore, listening and
speaking skill is often neglected and pupils are found to be silent, shy or have a profound
fear of being wrong. This leads to stagnation in the acquisition of oral skills (Keraro,
Okere & Mondoh, 2002). Competency in oral language skills form the foundation for
acquisition of reading and writing as well as better performance in other activity areas.
Consequently, it is necessary to ensure that teachers use appropriate strategies for oral
language teaching. The Tusome External Evaluation Midline Report on early grade
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reading intervention in Kenya (GoK, 2017) notes that it is imperative that students learn
to read in the early grades, yet many fail to do so. The report notes that only 18% of pupils
in lower primary are fluent readers in English. Whereas pupils had shown improvements
on all subtasks in language as the report notes, reading comprehension remained the
lowest in terms of overall performance. Hence there was need to investigate the teaching
strategies that enhance oral skills proficiency in English language in public primary
schools in Kakamega East Sub-County.
1.3. Purpose of the Study
The main purpose of this study was to investigate the influence of strategies used in
teaching oral skills in the English language on pupils’ oral skills performance in lower
primary schools in Kakamega County, Kenya.
1.4. Objectives of the Study
This study was guided by the following objectives:
i. To establish the teaching methods used by teachers to teach oral skills in English
Language among class three pupils in public primary schools.
ii. To examine the types of teaching and learning materials used for teaching oral skills on
the learners’ performance in English language among class three pupils in public primary
schools.
iii. To establish the effect of teachers’ academic qualifications on their ability to teach oral
skills in public primary schools.
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iv. To identify challenges faced by teachers of English while teaching oral skills in public
primary schools.
1.5. Research Questions
This study sought to answer the following research questions:
i) What are the teaching methods used by teachers to teach oral skills in English Language
among class three pupils in public primary schools?
ii) What is the types of teaching and learning materials used for teaching oral skills on the
learners’ performance in English language among class three pupils in public primary
schools?
iii) What is the effect of teachers’ academic qualifications on their ability to teach oral skills
in public primary schools?
iv) What are the challenges faced by teachers of English while teaching oral skills in public
primary schools.
1.6. Significance of the Study
This study is significant considering the important role English language plays in the
teaching and learning in general and in language acquisition. It is hoped that the findings
would serve as a basis for assisting teachers of English language adopt teaching
techniques which would promote the teaching of oral skills. Further, the study would
contribute to knowledge of classroom research in the language teaching and learning
process. From the findings of this study, it is hoped that curriculum planners would be
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able to pay more emphasis on developing content that enhances development of oral skills
among learners. The researcher presumes that this study would come up with findings
and recommendations that would provide solutions to the challenges that hindered
learners from engaging in extensive oral skills development. Oral skills development is
an area that needs to be investigated since it is an avenue through which learners acquire
skills of language. Scholars in Kenya have carried out research on different areas of
language. To mention a few, Manyasi (2012) dealt with teachers’ cognition on the
teaching of reading, Okwako (2011) dealt with development of vocabulary knowledge in
English as a second language. Omulando (1997) looked at proficiency in English
language in general. This therefore leaves room for the present study on the influence of
strategies used in teaching oral skills in the English language on pupils’ oral skills
performance in Kenya. The findings of this study may be useful to the policy makers at
the Ministry of Education Science and Technology in developing a language policy to
improve oral language skills acquisition as a foundation for all other learning areas.
1.7. Scope of the Study
The study mainly focused on the strategies used in teaching oral skills in the English
language on pupils’ oral skills performance among lower class pupils. Whereas there are
many teaching strategies used in schools, this study confined itself to the study of teaching
strategies that enhance oral skills proficiency English language in public primary schools.
The study only targeted public primary schools in the Sub-County. Further the study
collected data from teachers teaching English. These results from this study aided the
researcher in establishing whether these strategies are being used appropriately or not.
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1.8. Assumptions of the Study
Leedy and Ormorod (2005) assert that an assumption is what one takes as true without
proof. The researcher had the following assumptions:
It was assumed that language teachers use several strategies in teaching oral skills in their
classrooms. Further, the researcher assumed that all the language teachers in public
primary schools in Kakamega East Sub-County were well trained and qualified. It was
the assumption of this study that learners in Kakamega East Sub-County were exposed to
teaching and learning materials that enhanced the development of oral skills in English.
Finally, the researcher assumed that all the respondents to the study would cooperate and
provide reliable responses.
1.9. Limitations and delimitations of the Study
1.9.1. Limitations
This study had a number of limitations. First, the instruments of data collection such as
questionnaires, observation schedule and interviews yielded a lot data that required more
time for analysis. Secondly, the study drew its sample from 10 schools comprising of 120
respondents in Kakamega East Sub-County. This sample, limited the generalizability of
the results to the population of all primary schools in Kenya. Thirdly, some respondents
felt insecure because of the notion that their performance was being questioned through
the research and hence were unwilling to provide the necessary information.
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1.9.2. Delimitation
Delimitation refers to the choices that the researcher makes for the study that are under
his or her control. In this study, the researcher addressed the limitations by use of in-depth
interview and observation schedules as well as questionnaires, which yielded meaningful
data that could be generalized to other schools in Kenya. The schools and respondents
chosen for data collection were also a true representation of public primary schools in
Kenya. For those respondents who felt insecure, the researcher assured them of their
privacy and confidentiality.
1.10. Theoretical Framework
Vygotsky’s theory of Zone of Proximal Development (ZPD) provided the theoretical
framework for this study. Vygotsky’s social development model as cited by
Symwene(2013) asserts that interactions with the immediate environment and socializing
agents such as caregivers, teachers and friends contribute most importantly to a learners
mental growth. A learner’s quality of interaction results to his/her level of cognitive
development. A learner develops cognitively when exposed to problem solving activities
shared with someone else older than him/her. At first, the older person interacting with
the child assumes most of the responsibility as he/she guides the child through the
problem solving. Later, the child is gradually left on his/her own to solve the problem.
In his theory, Vygotsky advanced the concept of Zone of Proximal Development (ZPD).
He compares the ability of a child to solve a problem individually and his ability to solve
a problem with assistance. According him, the actual developmental level is making the
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difference between the ability of an individual to solve a problem individually and the
level of potential development determined by the ability of an individual to solve a
problem with help from an older person. When a child fully socializes and interacts with
the environment then there is maximum development of zone of proximal development.
This theory is relevant for this study since it captures the variables of appropriate teaching
strategies for developing oral language skills. Through the study of these theoretical
understandings, teaching approaches can be enhanced to meet the needs of second-
language learners as they acquire oral language skills. From the above theory, it is evident
that appropriate teaching strategies for developing oral language skills in English are
affected by a plethora of factors which are social and environmental. In order for teachers
to teach oral skills successfully, it is imperative that they locate each learner’s zone of
proximal development.
16
1.11. Conceptual Framework
A conceptual framework is a model of presentation where a researcher conceptualizes or
represents the relationships between variables in the study and shows the relationship
graphically or diagrammatically (Orodho, 2008). In this context, Orodho posits, a
conceptual framework is a hypothesized model identifying the concepts or variables
under study and showing their relationships. Kothari (2009) defines a variable as a
concept that can take different quantitative value such as weight, height, or income.
Mugenda (2008), on the other hand, defines a variable as a measurable characteristic that
assumes different values among units of specific population.
The key variables in this study were categorized as independent variable, intervening
variable and dependent variable. Mugenda (2008) explains that the independent variables
are called predictor variables because they predict the amount of variation that occurs in
another variable while dependent variable, also called criterion variable, is a variable that
is influenced or changed by another variable. The dependent variable is the variable that
the researcher wishes to explain. An intervening variable is a variable that is used to
explain relationships between observed variables, such independent and dependent
variables (Frazier, Tix, & Barron, 2004).
The independent variables of this study were the Teaching methods, teaching and learning
materials and teachers’ qualifications, while the dependent variable was oral skills
proficiency as indicated by learner’s fluency, expressive ability and comprehension.
These relationships are further illustrated in Figure I
17
INDEPENDENT VARIABLE DEPENDENT
VARIABLE
INTERVENING VARIABLE
Figure 1: Conceptual Framework Diagram
The independent variable of this study was teaching methods used in teaching oral skills
in English such as repetition, question and answer, storytelling, songs, role play, teaching
and learning materials and teachers’ academic qualifications. This has an influence on
oral skills proficiency (dependent variables). The indicators of oral skills proficiency
include fluency in the use of English language, expressive ability and learners
understanding or comprehension. The independent variable and the dependent variables
were investigated to shed light on the influence of strategies used in teaching oral skills
Teaching methods
Repetition
Question and Answer
Story telling
Dialogue
Use of songs
Use of poems and rhymes
Role play
Teaching and Learning Materials
Textbooks
Workbooks
Teaching aids
Teachers’ Qualifications
P1Certificate
Diploma
Undergraduate
Postgraduate
Teaching experience
Oral Skills Proficiency
Fluency
Expressive ability
Comprehension
Pupils’ Characteristics
School environment
Parental involvement
18
in the English language on pupils’ oral skills performance in lower primary schools in
Kakamega County, Kenya. The intervening variables; (parental involvement, students’
own characteristics and implementation of the language policy in primary schools) may
influence pupils’ oral proficiency in English. The independent variable was anticipated
to have an effect on the dependent variables. As the independent and dependent variables
affected each other, the research objectives also came into play as indicated in figure I.
19
1.12. Operational Definition of Terms Used
Competence- refers to the qualification, experience, knowledge and the level of
education of teachers.
Learners- refer to pupils in class one to three.
Learning- The process of developing conscious or multilingual knowledge through
formal study.
Oral Skills- ability to articulate ones knowledge and understanding verbally or through
word of mouth
Proficiency-ability to comprehend a language, command a language fluently and
accurately.
Teaching Strategies- are methods and techniques used in teaching oral skills, teaching
aids used in teaching oral skills
20
CHAPTER TWO
LITERATURE REVIEW
2.1. Introduction
This chapter presents a general review of both theoretical and empirical review related
to the study. The review in this section was guided by the objectives of the study. It gives
an overview of early development of oral language skills, language policy and practice
in Kenya, techniques of teaching English language, types of teaching and learning
materials used for teaching oral skills in English, relationship between teachers’
qualification and their ability to teach oral skills and the challenges faced by English
teachers while teaching oral skills as well as empirical review. The review of literature
provided a critique of the studies carried out by other scholars on aspects related to this
topic.
2.2. Early Development of Oral Language Skills
It is important that children’s literacy is developed early enough. The ability to listen,
speak, read and write will greatly determine not only their success in school but beyond.
Children master a language best in their early stages therefore these earlier stages are
crucial in their quest to acquire a language. The development of a language begins at
births and is a continuous life long process. The main purpose of acquiring a language is
to communicate. Chomsky (1986) in Innateness Theory asserts that the acquisition of a
language is innate. Whether first, second or third language, the process of acquisition
21
remains the same irrespective of the age. The same language developmental challenges
are faced when acquiring the first language both by children and adults (same type of
grammatical errors, picking up chunks of language without understanding them, relying
on human input etc Collier, (1998).
The first stage in language learning is the pre-production stage. At this stage, a learner
can only listen and not speak. The best such learners can do is repeat what has been said
by someone else without necessary having the knowledge of what it means. They are
merely copying and not really producing. They copy gestures and movements to suggest
understanding. To utilize the ability to listen, teachers should pay more attention to
listening comprehension activities and on building a receptive vocabulary. Repetition as
a technique is of more use at this stage (Eithne et. al, 2012)
The second stage is the early production stage. Here children attempt to utter some words.
They produce brief language chunks that have been memorized though they may not
necessarily be correct. They do more of listening to people around them and increase their
vocabulary. Speech emerges at the third stage in language learning. Here, the learner has
a remarkable range of vocabulary and can use simple short phrases and sentences in
his/her conversations. They are able to ask simple questions which are not always
grammatically correct. They can start conversations with people around them. Given
simple sentences/passages, they can read and comprehend simple stories. (Eithneet al,
2012).
22
The fourth stage is the intermediate fluency stage. At this stage, the learner has the ability
to use more complex sentences in both speaking and writing to express himself. The
learners can seek for clarification on the content they are learning in class. With the
teachers’ support, the teachers are able to work and comprehension of the other subjects
improves. They are now in a position to integrate various techniques to internalize
knowledge. At this stage, teachers are encouraged to concentrate on learning techniques
as learners can comprehend complicated ideas. (Eithne et al, 2012).
The last stage is the advanced fluency stage. At this stage, learners can coherently speak
the language. They use more complex sentence structure and can comprehend complex
concepts. In relation to the study, it is obvious that teachers play a vital role in the use of
varied strategies that will help enhance oral proficiency in English among lower primary
school pupils (Eithne et al, 2012). Based on this literature, early development of oral skills
can minimize challenges that faces learners when in the process of acquiring oral skills
in latter classes or grades. Therefore the finding out about challenges facing the teachers
of English while teaching oral skills in tis study was necessary.
2.3. Language Policy and Practice in Kenyan Schools
The importance of studying English in Kenya is enshrined in the National Educational
Objectives, as postulated in the National Language Policy (Muthwii, 2004; Nabea, 2009).
English is both taught as a subject and also used as a medium of instruction for all other
subjects except Kiswahili. There are two sections in primary schools: lower primary and
upper primary.
23
In lower primary school (Standard 1-3), the language of the catchment area (Mother
Tongue (MT)) is used to emphasis the teaching of English based, taught and examined
subjects (Sure & Ogechi, 2009). This is however rarely practiced as there is much
pressure projected from the need to use and to understand English language for a
competitive academic pursuit. This has greatly contributed to the rapid death of the use
of the language of the catchment area in schools. Parents greatly contribute to this by
progressively showing positive attitude towards learning English language (Kioko &
Muthwii, 2004). Kiswahili and English are taught as compulsory subjects in Kenya’s
public schools.
In upper primary (Standard 4-8), English is both taught as a subject and used as a medium
of instruction. All school and national examinations are taken in English except for
Kiswahili. The teaching and learning materials are also provided in English language.
Kiswahili is taught as a subject in Kiswahili language while the use of the language of
the catchment area is stopped altogether. In Kenya, the success of a learner is determined
by how well he/she excels in the national examinations and this determines his/her
progression academically thereafter (Nabea, 2009). This forces all learners to make the
understanding of English a ‘life-line’ of their age or learning level. The integration of the
three languages [English, Kiswahili and Mother Tongue] remains a challenge as which
one should dominate in schools and at what stages. (Nabea, 2009). Nabea argues that the
adoption of the language policy from the colonialists is debatable by citizens and further
suggests that it is yet to settle on a coherent decision. He cites the multilingual nature of
Kenya as the main challenge in coming up with a comprehensive language policy in the
24
Kenyan school system irrespective of the fact that schools are platforms from which
language issues can be resolved and aligned, (Kiarie, 2004; Kioko&Muthwii, 2001). In
relation to the study, lower primary school pupils are first exposed to language learning
by the teachers who use the catchment language to help develop English language
proficiency. Having noted that language policy and practices in Kenyan schools can
influence the teaching of oral skills, it was therefore in order to study about it this study.
2.4. Techniques of teaching English Language
According to Verghese (1989), the teaching of English language has employed different
strategies over the years. The earliest method is known as the Grammar- Translation
Method. This method is based on the assumption that language is primarily graphic, that
the main purpose of second language study is to build knowledge of the structure of the
language either as a tool for literary research and translation or for the development of
the learner‘s logical powers, and that the process of second language learning must be
deductive, requires effort, and must be carried out with constant reference to the learner‘s
first language. The techniques put more weight on the mastery of language rules and
translation of related texts, and paid minimal attention to oral skills. There is also the
natural method. In this method, it was believed that a learner could learn a language from
the natural environment. A learner was to be maximally exposed to the target language
without any intrusion of another language. The learner’s caretaker was therefore expected
to provide the perfect language input for the learner to copy as he/she learns the language.
The oral method is another technique used in the teaching of language. This technique
emphasizes that to get a native speaker’s performance of a foreign language such as
25
English one should know well how to order words, their morphology and how their word
forms are employed to come up with meaningful patterns of expression. A teacher, when
using this method is expected to produce correct speech sounds which a learner is
expected to hear and imitate and later on expected to recognize and reproduce it in an
appropriate situation with an assumption that he gets meaning from the sounds.
The Audio lingual method, dominant from the 1940s through to the 1960s, focuses on
structuralism and Skinner‘s behaviorism. It puts more weight on oral than written
language and on the rules of particular languages, putting more stress on habituation as a
way of learning. The teacher is expected to produce the correct output for the learners to
copy thus, emphasis is placed on correct pronunciation.
Critics of Audio-lingual Method (ALM) argued out that putting more stress on repetition
and accuracy did not help learners achieve communicative competence in the target
language. Noam Chomsky in the 1950s criticized the method. He highlighted the
weaknesses of structuralism. Through Chomsky‘s review of B.F. Skinner‘s verbal
behavior in 1959, he also questioned the relevance of behaviorism. The audio-lingual
method was thus discredited in 1970, however; it is still being used in individual lessons
but not as the foundation of a course. It is a popular teacher centered method because the
input and output is limited and both the teacher and the learner know the desired
expectations.
As a result of the shortcomings of the Audio-Lingual method, these critics proposed the
communicative Language Teaching (CLT) as the best method to instruct second and
foreign languages. CLT has been seen as a response to the audio-lingual method.
26
As an extension of the notional-functional syllabus, CLT puts more weight on helping
learners use the target language in different contexts and emphasizes on learning language
functions. Its main focus is helping learners create meaning rather than helping them
develop perfectly grammatical structures or acquire native speakers ‘like
pronunciation.
The scope of CLT has been to make communicative competence the ultimate goal of
language teaching and learning and to come up with procedures for the teaching of
listening, speaking, reading and writing skills. Littlewood (1981) in describing CLT as a
marriage between grammar and functional teaching says one of the salient features of
CLT is that it gives procedural attention to both functional and structural aspects of
language. Though CLT has been criticized by Swan (1985) and Bax (2003) laying little
attention to the context in which teaching and learning take place, It has been
defended by Henry Widdowson in the ELT Journal (1985) and Harmer (2003) that the
communicative approach is deemed a success if the teacher understands the student. But,
if the teacher is from the same region as the student, the teacher will understand errors
resulting from an influence from their first language.
Native speakers of the target language may still have difficulty understanding them. The
review of literature above reveals that there is an existing gap on the teaching strategies
used to teach oral skills particularly in Kenya as most related studies have been done in
developed countries whose context varies significantly from developing countries and
Kenya in particular. The study was to investigate the influence of teaching strategies that
teachers use in teaching oral skills in English language among lower primary school
27
learners. There are several strategies used in teaching oral skills. There are more recent
strategies which are not only used to set standards of correctness and a measure of one‘s
conception of literacy but also a good command of the English language.
A dialogue is spoken or written conversation or talk. Ellis and Tomlinson (1980) point
out that, dialogues serve to show the pupils what such intonation pattern is appropriate
for a specific situation, KIE Report, (1987) says that these can be done with the teacher
speaking or a student speaking to another student. A teacher can play a recorded tape of
pupils holding a dialogue to teach intonation, sentence stress or even minimal pairs.
Baker and Westrup (2003) say that a drama activity is usually a form of a role play. For
language practice, learners can creatively come up with a drama activity using the
language items they understand. The class may dramatize certain actions in their daily
lives such as going shopping, fishing, or attending a soccer match (KIE, 1987).
Dramatization can be used to teach intonation, short word group and sentence stress.
Simulation is the deliberate making of certain conditions that could exist in reality, for
instance, in order to study them or learn them. While Byrne (1986) defines simulation as
an activity where the participants normally discuss a problem of some kind with a setting
that has been defined for them. Role-play, on the other hand, is defined as an activity
where the participants interact either as themselves in imaginary situations or other people
in imaginary situations.
To discuss is to talk about something while a debate is a form of discussion. The two
terms are therefore related. People argue for and against a given topic in a debate. For
example, the class can be divided into groups of six to eight, with a leader appointed in
28
each group and a recorder assigned to take notes on the topic being dealt with. The teacher
would select a few comments, may be on pronunciation of English sounds that do not
occur in most Kenyan languages but are common in English, such as contrastive sounds
which the learners normally find confusing (K.N.E.C., 2000-2001).
A drill is training in something by means of repeated or regular exercises e.g.
pronunciation drills. Correct spoken habits can only be attained by constant repetition.
Tiffen (1969) and KCID (1987) postulate that there are different types of drills designed
to practice the correct form, or correct meaning, or both. Some of these drills are
situational drills, dialogues, substitution drills, transformation drills, etc. Speech drills can
be used to teach word stress, sentence stress, intonation, and pronunciation of speech
sounds. Review of literature on this area reveals that there is a paucity of empirical review
on the influence of teaching strategies used by teachers to teach oral skills among lower
primary school pupils in Kenya. This study therefore is to fill this gap. It expounds on
the various strategies used in teaching oral skills in public primary schools in Kenya.
This study therefore, aimed at establishing the teaching methods used by teachers to teach
oral skills in English Language. It also sought to establish whether these methods have
helped promote oral language competency which will enable learners to attain both
academic excellence and oral language skills.
2.5. Types of Teaching and Learning Materials used for Teaching Oral Skills in
English
Given the role of English language, appropriate teaching of reading skills remains
important if communicative competence is to be realized. According to Gauther and
29
Lawson (2004) instruction of reading skills depends on the availability, quality and
utilization of relevant instructional resources and the skill of the teacher. This is because
instructional resources facilitate the understanding of difficult concepts as well as the
teaching and learning of the reading skills. More so, the resources make it easier for
learners to follow, understand and retain content of the lesson (Gamble, 1984; cited in
Mubichakani and Koros, 2014).
Failure to provide instructional resources may impact on meaningful teaching and
learning of English reading skills. Twoli et al. (2007) support this view by arguing that
the teacher needs to select and use a wide variety of instructional resources when teaching
to take care of individual differences in class. This is because the resources make the
entire teaching and learning processes complete and functional. Sadly, the provision of
instructional resources for teaching English reading skills has received little attention.
Chepkurui (2004) and Onchera (2013) found out that many schools are not able to provide
a variety of instructional resources needed for English instruction. Therefore, in order to
improve the teaching and learning of English reading skills, teachers ought to utilize
relevant instructional resources.
Junias (2012) conducted a study on Factors affecting the teaching of English reading
skills in a second language of grade 3 learners and established that insufficient reading
resources, poor teaching methods, insufficient teachers’ and learners’ interactions and
overcrowded classrooms were significant factors that made the teaching of reading skills
unsuccessful. Her study gives some insight to the current research especially in looking
30
at the availability and use of instructional resources in the teaching and learning of
English reading skills. Previous studies in East African countries reveal a great scarcity
of reading instruction materials in schools. Mwanamukubi (2013) investigated challenges
faced by teachers when teaching reading skills to learners with reading difficulties. Her
study established that the main challenges teachers faced were inadequate teaching and
learning materials. Based on these findings, the study recommended that schools should
provide adequate learning and teaching materials.
The quality of teaching learning resources is very important in the effective delivery of
the curriculum content (MoE 2003). The teaching learning materials include; text-books,
charts, audio-visual materials like radio cassettes, libraries and many more. These will
enable students to acquire English language skills effectively. In Kenya, the Ominde
Commission (ROK, 1964) placed emphasis on the preparation and use of instructional
resources for the teaching of various subjects. The commission called upon the Ministry
of Education to produce and avail to schools the relevant instructional resources.
Experience has shown that spoken words alone in the communication of ideas are grossly
ineffective and inefficient in producing desired learning outcomes. The use of
instructional materials in teaching and learning English offer real experiences in giving
the teacher a basis for thinking and understanding. They supply concrete basis for
conceptual thinking and therefore reduce meaningless responses of students. At the same
time, they overcome the limitations of time, space and size by helping the students to
understand things that are too small or too big, or too slow or too fast (Peacocks,
2011).Use of instructional materials also saves time and thus enables students grasp ideas
31
more effectively and faster. Likewise, they help to simplify and emphasize facts and
clarify difficulties. To the students, the effective use of instructional materials would
enable them to effectively learn and retain what they have learnt and thereby advancing
their performance in the subject in question.
Bila (2008) suggested that teachers are free to use a variety of relevant materials while
teaching. Such materials range from pictures, charts, diagrams and models, televisions,
videos, projectors and computers. Such materials provide students with opportunities to
use their senses, so that at the end of instruction, students can perform teachers’ stated
objectives. Textbooks are the main teaching and learning resources of any subject. They
help in setting out the general guideline of the syllabus. Other instructional materials
include pictures, flash cards, composite pictures, sequences of pictures and figures. A
picture pulls the learners’ attention and helps them understand the concept that is being
taught. Pictures may be provided through various means among them the text books, wall
sheets, and film projectors. TV is an excellent medium for illustrating applications,
describing context, and generating interest (Skolnik & Smith, 1993).
In Kenya, the systematic development and use of radio broadcasts for schools began in
1960 as a national strategy for improving the standard of education and could also be
valuable for the teaching of Kiswahili and other languages to overcome teachers’ own
limitations in teaching their subjects; and to help students in pronunciation and
understanding of difficult words and with sentence construction. This means that use of
teaching and learning aids play a significant role in the teaching of oral skills. However,
32
most of the studies on use of teaching and learning resources have been carried out in
developed countries. There is a need to identify whether primary school teachers in Kenya
use teaching and learning materials to develop oral language skills among primary school
children.
2.6. Relationship between Teachers’ Qualifications and their Ability to Teach Oral
Skills
The quality of education of a nation could be determined by the quality of her teachers.
There is growing interest in the professional development of educators as the demands,
expectations, and requirements of teacher education increasingly come under scrutiny
(Louhran 2014). What the teacher does, influences, the whole process of learning.
Effective teachers produce better performing pupils (Akiri 2013). Akinsolu (2010) states
that the presence of qualified teachers correlates with the performance of pupils in
schools. Therefore the quality of teachers forms a major variable in determining the
performance of a school. Teachers’ input is therefore an important aspect in pupils
learning. (Oladejo) notes that the degree of performance of any school is proportional to
the competence of its teachers. A teacher’s competence influences what he does in class.
Many researches have been done to establish if indeed there is a correlation between
teachers’ competence and their teaching (Waters-Adams, 2006). Nyaswabu (2013) posits
that the quality of teachers of English determines to a great deal the performance of their
pupils. Eshiwani (2003) notes that a teacher’s knowledge has a relationship with his
teaching in class.
33
Okumbe (1998) states that during teacher selection process, the academic qualifications
and professional experience of a candidate are part of the pre-determiners of those who
are inducted in the teaching profession. In developing countries, Husen (1978) basing on
analysis of thirty two different studies concluded that the academic qualification, teaching
experience and the level of education of teachers are positively correlated to pupils
performance. Another research Carnay as reported in Simmon’s (1980) disclosed that
teacher’s academic qualification and certification at primary and secondary level
positively influences pupils’ performance. High academic qualification especially in
English Language helps in improving the language skills of teachers which is necessary
to be able to articulate issues and explain language skills to learners (Mwangi, 2007).
Lafayette (1993) brings up a proportional relationship between the teachers’ competence
of the language and the pupils performance. He asserts that a good command of the target
language gives the language teacher a high degree of confidence to meet the demands of
the learners thus positively affecting their performance. Wilkins (1974) argues that a poor
command of English language puts the teacher in an awkward position due to the
unpredictable nature of the classroom situation. The competence in a language, in
communicative language teaching is of great importance.
Al-Mutawa and Kailani (1989) in their observation say that if the instructors do not have
a good command of the target language, their incompetence in the English phonetics,
rules, vocabulary, and poor communication skills, will impair their performance in class.
Cullen (1994) argues that communicative language teaching method requires the
language teacher to have higher level of competence in the target language. As revealed
34
by the foregoing literature review, it is clear that no recent study has been undertaken to
collaborate the findings of earlier research done on this area. Hence the study was to
unearth current findings on this area by trying to find out the link between teachers’
competence and their ability to teach English oral skills in Kenya’s public primary
schools. It was therefore important to find out whether there exists a relationship between
academic qualification and the use of appropriate pedagogical strategies in developing
oral language skills among primary school children.
2.7. Challenges Faced by English Teachers While Teaching Oral Skills
It is more challenging to learn a second language (L2) in a multilingual setting than in a
monolingual setting. In a multilingual environment, the second language is seen as an
intruder as there is already an existing interaction system more so among children. Trying
to learn another language may sound complicated due to the differences in the different
language structures that exist in a multilingual setting (Asfaha& Kroon, 2011) and the
compromise in standard language use contextually (Pitt, 2005) which leads to learners
adapting and mixing of the languages creating confusion among the languages. Clegg and
Afitska (2011) note that to facilitate communication between teachers and learners, there
emerges creative bilingual practices due to a lack of fluency in a common language
especially in African classrooms which are dominantly multilingual.
Zhang (2009) insists that speaking as a productive skill is persistently becoming the
hardest skill to acquire for most speakers of English language. According to Ur (1996),
so many factors contribute to difficulty in acquisition of speaking skills some which
35
include inhibition, low or uneven participation by learners, mother tongue use among
learners and learners who have no motive to express themselves.
In addition, Rababa’h (2005) supports Ur and says that many other factors cause
difficulties in speaking English among learners in a multilingual setting. The learners
themselves, teaching strategies employed in the curriculum and the environment.
Learners lack the necessary vocabulary to sustain a conversation. This could be a result
of poor communication competence and inadequate strategic competence. Lack of
motivation to speak the language also largely contributes to learners not being able to
sustain conversations for long in the target languages. Motivation whether intrinsic or
extrinsic is a determiner to whether a learner engages in an activity or not, the extent to
which he or she engages himself or herself and for how long he or she can take it
(Littlewood, 1984).
Communicative competence achievement is successful only if the learners are motivated,
have the chance to express themselves and interact with people around them (Littlewood,
1981). The types of teaching strategies used by teachers are also an impediment to
communicative competence. In most cases they are inadequate and rarely do they
emphasize on oral skills. Apart from that, most teaching strategies teach vocabulary in
isolation. Speaking and listening materials are rarely used by teachers due to the large
numbers in their classrooms. In service teacher trainings, seminars and workshops were
found not beneficial in positively influencing teachers’ ways of teaching (Rababa’ah,
2005).
36
Another problematic area experienced by learners is the pronunciation of English words.
This may be, primarily, because of the variations in the sound systems between the
English language and the native language. Some pronunciation difficulties are due to
varied pronunciations by teachers. These differences also contribute in learning erroneous
pronunciation. In Kenyan primary schools, there is significant underperformance in
English language as researched by (Sure &Ogechi, 2009; Kioko&Muthwii, 2001). This
could be attributed to the multilingual nature of Kenya and other possible day to day
communicative alternatives without forgetting the challenges posed by the linguistic
environment (Hurley, 2003).
In Kenya, by the time a child joins school, he or she has acquired at least two languages
mostly mother tongue and Kiswahili. With this, they find introduction of a third language
(English) challenging and they consider it as an intruder to an already existing system of
communication (Sure &Ogechi, 2009). This poses English literacy a challenge to learners
immediately they start schooling according to Quality Education for Social
Transformation (QUEST, 2007) and Muthwii (2004). The language of the catchment area
is used to induct them to both receptive and productive skills in English.
A controversy arises among which language among the three should dominate and often,
teachers and learners are left trying to solve the conflict, this, against different conflicting
backgrounds Muthwii (2004). Learners are required to stick to the national language
policy in ‘timetable-full’ schedules of learning. This comes along with language
confusion resulting from traumatic change-overs during instructional sessions thus
37
learners are frequently caught in the centre of this mix-up (QUEST, 2007; Muthwii,
2004).
Studies reviewed in this chapter reveals that despite efforts done on this area of study
by past researchers, several gaps still existed in relation to the current study. A great
deal of theoretical and empirical studies has been done in the developed countries of
Europe and the United States of America. Generalization of findings of such research in
a developing country like Kenya may lead to erroneous conclusions. This study therefore
serves as a springboard for future researchers to investigate and widen their scope on the
current study. From the foregoing theoretical and empirical review of literature it emerged
that there exists a significant body of literature on oral proficiency in English language.
It is evident from this review that majority of these studies were done in the developed
countries of Europe and the United states of America. Generalization of findings of such
research in a third world country like Kenya may lead to erroneous conclusions due to
diverse multilingual setting. Hence despite the many academic publications and articles,
there is still a notable gap in this area of study. This study therefore was to investigate the
influence of the teaching strategies that teachers use to teach oral skills among learners
in lower primary learners in Kenya. The study will therefore serve as a springboard for
future researchers to investigate and widen their scope on teaching techniques that
promotes the development of oral proficiency of learners.
38
2.8. Empirical Review
In Kenya, a study by Oseno, Barasa and Omulando (2014) noted that mother tongue
interference was a challenge by teachers when teaching oral communicative skills. Most
pupils have mother tongue dominance in pronunciation of the words and various sounds
of the English language. This is as a result of the difference in the sound system of English
verses that of the African Languages.
A study by Dil, (2009) investigated Turkish English as foreign language communication
hindrance in English language classrooms. He says that EFL learners are anxious and
unwilling to participate during English lessons; this is brought about by fear of being
negatively evaluated by their peers or teachers when making mistakes, especially in the
presence of their friends. This is worse by pupils who think of themselves as poor in the
language. They get extremely anxious and more unwilling to converse in English as
compared to those who perceive themselves as excellent, good or fair in the language.
Al-Lawati (1995) studied the challenges faced by learners in omani in their oral work in
English language. He discovered that vocabulary, grammar, pronunciation, and discourse
compose the most difficult area as according to teachers; the learners have not yet
acquired sufficient level in the basics of the language. This was attributed to the fact that
the curriculum did not provide adequate opportunity for exposing the learners to the
learning items and activities.
AmbuandSaidi, (1997) studied a number of issues in instructing English speaking in a
foreign language classroom. One of the challenges was the big number of pupils in the
39
classroom, limited time allocated to the teaching of English language and the inadequacy
of the syllabus to satisfy the needs of the communicative demands for the learners. Failure
to test oral skills in examinations makes teachers and learners put less emphasis on
learning oral skills. Al-Lawati’s (2002) in his findings, pupils were found to give more
attention to writing and reading, which are similar to exam items. The teachers and pupils
admitted that they gave least attention to speaking tasks in the textbooks because speaking
is completely excluded from exams. Al-Abri (2008) blames the absence of listening and
speaking skills activities in course books as a strong reason for learners’ challenges in
oral work thus he recommended that oral work activities in the form of dialogues, songs,
rhymes, drama, poems and simple stories be incorporated to enable learners to have more
fun and enjoy learning to improve their speaking skill. Bwire (2007) adds to it and states
that oral skills is not as emphasized as reading and writing in public primary schools in
Kenya.
2.9. Chapter Summary
This chapter gave a critical review of literature on the influence of strategies used in
teaching oral skills in the English language on pupils’ oral skills performance.s From the
foregoing theoretical and empirical review of literature it emerged that there exists a
significant body of literature on oral proficiency in English language. It is evident from
this review that majority of these studies were done in the developed countries of Europe
and the United states of America. Generalization of findings of such research in a third
world country like Kenya may lead to erroneous conclusions due to diverse multilingual
setting. Hence despite the many academic publications and articles, there is still a notable
40
gap in this area of study. This study therefore was to investigate the influence of the
teaching strategies that teachers use to teach oral skills among learners in lower primary
learners in Kenya. The study will therefore serve as a springboard for future researchers
to investigate and widen their scope on teaching techniques that promotes the
development of oral proficiency of learners.
41
CHAPTER THREE
RESEARCH METHODOLOGY
3.1. Introduction
This chapter introduces and describes the research methodology that was used to carry
out the research on the influence of teaching strategies in teaching oral skills among class
three learners in public lower primary schools. The chapter specifically focused on the
research design used to collect data, the target population, the sample population and the
sampling procedures that was used. The research instruments are described, piloting, data
procedures that were used and how the data was analyzed.
3.2. Research Design
This study used descriptive survey research design. Descriptive survey research portrays
an accurate profile of persons, events or situation (Robinson, 2002). This study design
was chosen because one is able to collect quantitative data which is later analyzed through
the use of descriptive and inferential statistics (Saunders et al, 2007). According to
Chandran (2004), descriptive study describes the prevailing status by observation and
interpretation techniques. In addition, the study incorporated both qualitative and
quantitative research.
According to Orodho, (2004) in descriptive survey data is collected through the use of
interviews and questionnaires. This was used to respond to concerns on the status of the
topic under study. This research design is suitable for this study as it allows investigations
of issues at hand in detail as well as finding the correlations among them. The design
enabled the researcher to gain a deep insight of the teachers’ teaching methods; teaching
and learning materials used in the teaching of oral skills and the teachers’ qualifications,
42
then correlate them with the by learner’s fluency, expressive ability and comprehension.
This study used qualitative and quantitative methods. Qualitative data was collected
through self- administered questionnaires to primary school teachers while quantitative
data was obtained through interview schedule and observation guide. This strategy was
adopted by the researcher since it captures both qualitative and quantitative data which
could otherwise have been lost if only one method was used.
3.3. Study Area
Kakamega East Sub County is located in Western Kenya about 30km north of the equator.
It consists of 4 zones: Ileho, central, south and west. Kakameka County was purposefully
sampled out of the other 47 Counties due to diverse nature of the primary school activities,
poor performance in English language at the national examination as noted by (KNEC,
2016) and its cosmopolitan population. Kakameka East Sub County was similarly
purposively sampled since most of the teachers used few instructional strategies. Based
on KNEC 2016 report, Kakamega is among other counties whose performance in KCPE
had been decline in the previous two years. In particular, Kakamega East Sub-county had
the highest decline compared to other sub-counties in the county as shown in table 3.1.
Table 3.1:
KCPE Performance for Kakamega County for the past two years
Sub-County 2015 2016
Mumias West 285.59 281.34
Kakamega South 272.44 271.49
Kakamega Central 270.99 267.56
Kakamega East 269.08 260.80
Kakamega North 251.59 254.61
Source: Kakamega County Director of Education–(Examination Department)-2016
43
Further, according to Uwezo Kenya (2012) report, less than half of pupils in Western and
Nyanza can express themselves fluently in English. The report further revealed that a
child in Nairobi was twice as much capable of expressing themselves fluently in English
than a child in Western. Hence there was need to investigate the influence of teaching
strategies used by teachers in teaching oral skills among learners in public primary
schools in Kakamega East Sub-County. Having gone through the relevant literature so
far, scanty studies on similar title under investigation have been done in the Sub- County
in the recent past particularly in the wake of county governments.
3.4. Target Population
The target population is that group of characters with similar characteristics to which the
researcher will generalize the results of the study Mugenda and Mugenda, (2003). For
this study the target population comprised of all the 36 public primary schools in the
Kakamega East Sub-County spread across the four zones namely: Matungu, Khwisero,
Nabakholo, Lugari and Matete. Primary schools in the county were chosen because it is
at the primary schools and in particular lower primary school as stipulated by the language
policy that oral skills are taught to learners as required by the school curriculum. There
are a total of 36 public primary schools in the sub-county. In addition, there are 335
English language teachers in the sub-county and a total of 4500 standard three pupils in
the sub- County (Kakamega County Strategic Plan, 2012).
3.5. Variables of the Study
Cohen, Manion and Morrison (2007) explain that, a research often concerns relationships
between variables. A variable can be considered as a construct, operationalized construct
44
or a particular property in which the researcher is interested. They differentiate between
a dependent and independent variable. An independent variable is an input variable, that
which causes, in part or in total, a particular outcome; it is a stimulus that influences a
response, an antecedent or a factor which may be modified to affect an outcome. A
dependent variable, on the other hand, is the outcome variable, that which is caused, in
total or in part, by the input, antecedent variable. It is the effect, consequence of, or
response to an independent variable (Cohen, Manion and Morrison, 2007). An
intervening variable is a variable that is used to explain relationships between observed
variables, such independent and dependent variables (Frazier, Tix, & Barron, 2004).
This research was based on two main variables; the independent and dependent variables.
The independent variable were the teaching methods, teaching and learning materials and
teachers’ qualifications, while the dependent variable was oral skills proficiency as
indicated by learner’s fluency, expressive ability and comprehension. In this study the
following variables are operationalized and measured as shown in table 3.2:
45
Table 3.2:
Study variables
Variable Concept Dimensions Indicators Scale
Conceptualized as
the techniques
used by teachers
to promote the
development of
English oral Skills
Teaching Strategies
Repetition
Question and
Answer
Story telling
Songs
Use of poems
Dialogue
Role play
i. Learners repeat a
phrase or word more
than once.
ii. Teacher asks a question
and learners respond
iii. Teacher tells a story
and learners listen
iv. Teacher teaches a song
and they sing together
with the students
v. Teacher creates a
dialogue context
Pupils’ Oral
Participation
Question/Answer
Discussion
Role-Play
Assignments
i. Teacher asks questions
while learners respond.
ii. Learners are grouped
into different groups of
discussion.
iii. Learners act out parts or
events in class Teaching and
Learning Materials
Textbooks
Workbooks
Teaching aids
i. Use of textbooks to
teach oral skills.
ii. Learners given pre-
made materials to work
on.
iii. Use of teaching aids
while teaching Teachers
qualifications
P1Certificate
Diploma
Undergraduate
Postgraduate
Teaching experience
i. Academic
qualifications indicated
by certificates,
diplomas and degrees
ii. The number of years a
teacher of English has
taught the subject
is the speakers’ actual
use of a language on
particular occasions. It
includes the
observable utterances
to clarify thoughts,
pass judgments or
express structural and
semantic
correspondences
between utterances.
i. Fluency
ii. Expressive ability
iii. Comprehension
Teach
ing S
trategies
Custo
mer
Oral P
roficien
cy
Ord
inal
Ord
inal
46
3.6. Sampling Procedure and Sample Size
A sample is a portion of a population with similar characteristics. In this research the
simple stratified sampling, purposive sampling and simple random sampling procedures were
used to sample out the required schools, learners and English language teachers from the
study area. Simple random sampling was preferred on the basis that it gives the most reliable
representation of the whole population. These techniques were selected on the basis of their
minimal chances of error in terms of the teacher and learner characteristics that the researcher
was interested in gathering. In stratified sampling, a researcher attempts to maintain the same
proportionality on the stratification parameters in the sample as occurs in the population. This
was used to ensure homogeneity in the population. Wards in the sub-county were used as
stratus where schools were sampled. On the other hand, in purposive samples or judgment
samples, Frankfort-Nachmias and Nachmias (2005) observe that “researchers select sampling
units subjectively in an attempt to obtain a sample that appears to be representative of the
population”. In this particular investigation, the English language teachers were selected on
the basis that they teach English. The study used stratified random sampling to select 30% of
the schools which participated in the study based on the five educational zones within the sub
county to make a total of 10 schools as shown in table 3.3. This number was chosen on the
basis that, this was a case study, thus an intensive investigation was carried out. A total of 10
English language lessons were observed from the sampled schools. The observations were
done in order to establish if teachers use strategies in teaching oral skills in the English
language. This gave a sample frame of 120 respondents.
47
Table 3.3:
Sampling frame
Educational
Zones
Number of
Schools (N)
Sampled
Schools
(n=30%)
Teachers
(N)
Sampled
Teachers
(n=30%)
Std 3
English
Lessons (N)
Sampled
English Lessons
(n=30%)
Matungu 11 3 110 33 11 3
Khwisero 9 3 74 22 9 3
Nabakholo 4 1 40 12 4 1
Lugari 8 2 63 19 8 2
Matete 4 1 48 14 4 1
Total 36 10 335 100 36 10
3.7. Research Instruments
Three instruments were used to collect data for this study namely a questionnaire, an
interview schedule and an observation schedule. Interview guides are a far more personal
form of data collection than questionnaires. An interview is a conversation in which the
roles of the interviewer and the respondent change continually. On the other hand an
observation schedule is an analytical form or coding sheet, filled out b y researchers
during structured observations.
3.7.1. Questionnaire
Research questions were prepared based on the research topic being studied and guided
by the study’s objectives. Orodho (2004) notes the ability of a questionnaire as a tool to
quickly collect adequate information in a short span of time and which can easily be
analyzed using SPSS. A questionnaire was used in this study for the Teachers. The
questionnaire for teachers comprised of closed ended questions which enabled the
researcher to collect quantitative data and open ended questions which gave the
respondents an opportunity to freely respond to the questions asked and facilitate the
48
researcher in collecting qualitative data. The questionnaire solicited data from teachers of
English on teaching strategies that enhance oral skills proficiency among class three
pupils.
3.7.2. Interview schedule
According to Zhang, (2009), interview guides are more personal form of data collection
than questionnaires. The interview schedule solicited data from teachers of English on
the strategies used in teaching oral skills among class three learners in public primary
schools.
3.7.3. Document Analysis
Document analysis enables the researcher to access data which was not easily got through
communication or observation (Robson, 2002). The information sought is gave the
researcher an insight into the salient features of the study being investigated. The targeted
documents included: scheme of work, lesson plans, records of work, records showing
available teaching and learning resources, instructional strategies in the syllabus,
assessment methods, quality of learning reports and the syllabus. This assisted in
verifying and enriching primary data during the writing of the report of this study.
3.7.4. Observation Schedule
It’s a data collection instrument used when the researcher adopts the observation role.
Observation schedule/guide is a highly systematic approach to the collection of data. The
researcher observed live English class session in the sampled primary schools. English
language lessons were observed with the help of a classroom observation worksheet
(Appendix II). This helped the researcher to capture the lessons in their most natural
49
possible state. During observation, the various strategies used during the lesson and level
of learner participation in lesson activities were recorded using the observation schedule
and checklist that had been pre-prepared by the researcher.
3.8. Piloting of Instruments
A pilot study was conducted in two primary schools within the Sub County selected
purposively to determine instrument validity of the questionnaires. The schools within
the Sub County were selected since primary schools in this sub-county had similar
characteristics; being urban schools, cosmopolitan and similar population characteristics.
The reason for piloting was to help identify ambiguities, inadequacy and
misunderstanding in the items. Piloting also ensures that the instruments are validated
before they are administered in the final study; the information obtained from the pilot
study was used to revise the instruments. The results of the pilot study revealed that there
were some items in the data collection instruments that were ambiguous as they lacked
clarity. This was corrected through rewording of some of the items in the instrument to
ensure that the respondents understood exactly what the items sought to find. During
piloting the researcher noted that some respondents could not return the questionnaires
on time and an intervention of waiting for the respondents to correctly finish the
questionnaires was adopted. More questionnaires were given during the main study to
minimize errors.
3.9. Validity and Reliability of Research Instruments
3.9.1. Validity
According to Eithne et. al, (2012), validity refers to the degree in which your tool is truly
measuring what you intended it to measure. How well it measures what it is purported to
50
measure. Content validity was achieved through discussion of the items in the instrument
with supervisors. Each item was examined in terms of its relevance to the variables under
investigation and the research objectives. Face validity on the other hand deals with the
reflection of the content being measured. It refers to the likelihood that items or questions
may be misunderstood or misinterpreted and therefore would help to remove the
ambiguity thus increasing face validity (Borg & Gall, 1989).
.
3.9.2. Reliability
Reliability is synonymous with the consistency of a tool or test. It is the degree to which
an assessment tool produces stable and consistent results, (Kombo & Tromp, 2006).
To test reliability the researcher used the technique which involves splitting statements
of a test into two halves, the odd and even items, (Mugenda & Mugenda 2003) this
technique is commonly referred to as the split-half technique. The major advantage of
split half technique is that it eliminates chances of error due to different test conditions.
A reliable coefficient was calculated by use of Pearson’s product formula. According to
Kothari, (2004), a research instrument is reliable if it produces a reliability coefficient of
0.7 and above. The closer the reliability coefficient is to 1, the higher the reliability
(Kothari, 20014).
3.10. Data Collection Procedures
An introduction letter was obtained from Kenyatta University, and research permit to
conduct research was also obtained from the National Commission for Science,
Technology and Innovation (NACOSTI). A letter of authority was obtained from the
Ministry of Education. The body mandated by the Science, Technology and Innovation
51
Act 2013 of the Laws of Kenya to advice the Government on all matters of Science,
Technology and Innovation (ST&I). It also promotes and coordinates research, regulates
and assures quality in the national ST&I sector for the proper development of the country.
The researcher then visited the sampled schools to brief the head teachers of the intended
research and the logistical arrangements that were required to facilitate the study. Further
the researcher explained to the sampled respondents how they were expected to respond
to the data collection instruments. The actual data collection exercise was done during
the school days, where the researcher administered the questionnaires to all the
respondents in Kakamega East Sub–County. For document analysis, the researcher
requested from the teachers copies of scheme of work, lesson plans and the syllabus. For
the observation schedule, the researcher organized with the class teachers teaching oral
skills to observe various oral features targeted by the study during an actual classroom
session. During the administration of the questionnaire, the respondents assured
respondents of their anonymity and confidentiality of all the information gathered. The
researcher delivered the questionnaires and waited as respondents filled in their
responses, and collected them immediately.
3.11. Data Analysis
The study yielded both qualitative and quantitative data. Qualitative and quantitative data
was collected, organized and cleaned of any errors that could have occurred during data
collection. They were then coded and keyed into SPSS version 21.0 computer software
data base. The questionnaires were checked for omissions and irrelevancies in answers
provided. After which they were numbered and entered sequentially into the SPSS
database. The data collected for all the objectives were then analyzed using frequencies,
52
percentages, standard deviations and mean) and correlation statistics. Qualitative data
from the interview schedule was analyzed and coded thematically into a codebook for
analysis. The results were then presented in tables for easier interpretation. Quantitative
data was analyzed by SPSS software while qualitative data was analyzed by content
analysis to identify emerging themes leading to certain conclusions.
3.12. Ethical Consideration
Ethical consideration was adhered to throughout the entire period of the study. The
researcher first of all sought the authority to collect data from the National Council of
Science and Technology (NACOSTI). Upon obtaining the letter of authorization and the
research permit, the researcher informed the respondents about the extent of privacy and
confidentiality, the value of the research, and guaranteed that the data was to be used for
no other purposes other than academic. Since this study inevitably dealt with minors, the
researcher sought consent from their parents and/or guardians for their children to
participate in providing data needed by the study. The respondents had the right to remain
anonymous and to decline to respond to certain questions if they so wished.
53
CHAPTER FOUR
RESULTS AND DISCUSSION OF FINDINGS
4.1. Introduction
This chapter presents data analysis, presentation and interpretation of results obtained
from the research instruments on the influence of teaching strategies in teaching oral skills
in English language among lower primary school learners in Kakamega East sub-county,
Kenya. The results presented are derived from the quantitative and qualitative data
analyzed. The presentation of results and discussions are guided by the following research
objectives:
i. To establish the teaching methods used by teachers to teach oral skills in English
Language among class three pupils in public primary schools.
ii. To examine the influence of the types of teaching and learning materials used for teaching
oral skills on the learners’ performance in English language among class three pupils in
public primary schools.
iii. To establish the influence of teachers’ academic qualifications on their ability to teach
oral skills in public primary schools.
iv. To identify challenges faced by teachers of English while teaching oral skills in public
primary schools.
The research questions that the study sought to answer include:
i) What are the teaching methods used by teachers to teach oral skills in English Language
among class three pupils in public primary schools?
54
ii) What is the influence of the types of teaching and learning materials used for teaching
oral skills on the learners’ performance in English language among class three pupils in
public primary schools?
iii) What is the influence of teachers’ academic qualifications on their ability to teach oral
skills in public primary schools?
iv) What are the challenges faced by teachers of English while teaching oral skills in public
primary schools.
4.2 Response Rate in Percentages
A total of 100 respondents (teachers) were sampled for this study. Out of this, 75 returned
their questionnaires out of which 5 questionnaires were rejected due to incomplete
information leaving 65 questionnaires for analysis representing a 65% response rate. It is
therefore on the basis of this response rate that the analysis of this study was done and
findings presented. The summary of the response rate is presented in Table 4.1:
Table 4.1:
Response rate in percentages
Number Percentage
Distributed Questionnaires 100 100%
Returned Questionnaire 75 75%
Rejected Questionnaire 10 10%
Questionnaires fit for Analysis 65 65%
55
4.3. Demographic Data of Respondents
Part A of the teacher questionnaire consisted of questions which provided bio-data about
the teachers’ gender, age, educational qualifications and teaching experience. This
information was used to determine how these factors influenced the strategies used in
teaching oral skills in the English language. The demographic information of the
respondents (teachers) was important to the researcher because it was important to
understand the nature of the respondents who were taking part in the research study. The
study sought demographic data of the respondents including gender, age, level of
education, and years of teaching experience. The researcher was keen to know the views
of both genders on the influence of teaching strategies in teaching oral skills in English
language among class three primary school learners. The age of teachers was important
for the research study because the researcher wanted to be sure of the kind of teachers
who were involved in teaching English. This was so because teaching age is an important
indicator of experience and probably has a bearing on performance. The researcher was
also interested to know the educational qualification of teachers. This was important to
the researcher because professional training directly influences the choice of teaching
activities and effectiveness in content delivery. The number of years of teaching
experience was important for the research study. This was so because the ability to
understand the issues under the research study was dependent on actual field exposure on
the teaching and learning environment. The data is subsequently summarized in Table
4.2
56
Table 4.2:
Demographic data of respondents
GENDER Frequency %
Valid
Percentage
Cumulative
Percent
Male 28 43.1 43.1 43.1
Female 37 56.9 56.9 100
Total 65 100 100
AGE Frequency % Valid %
Cumulative
%
Below 25 Years 12 18.5 18.5 18.5
26-35 Years 29 44.6 44.6 63.1
36-45 Years 10 15.4 15.4 78.5
46-55 Years 10 15.4 15.4 93.8
Above 55 Years 4 6.2 6.2 100
Total 65 100 100
LEVEL OF EDUCATION
P1 Teacher 37 56.9 56.9 56.9
Diploma in Education 12 18.5 18.5 75.4
Bachelor of Education 13 20 20 95.4
Master of Education 3 4.6 4.6 100
Total 65 100 100
TEACHING EXPERIENCE
Less than 5 Years 22 33.8 33.8 33.8
5-9 Years 17 26.2 26.2 60
10-14 Years 11 16.9 16.9 76.9
15-20 Years 10 15.4 15.4 92.3
21 Years and above 5 7.7 7.7 100
Total 65 100 100
Results in table 4.2 reveal that the majority of the respondents to the study were female-
37, representing 56.9% while 28 representing 43.1% were male. These findings were
related to the observations made in the sampled schools where majority of the teachers
were female. This depicts the presence of gender disparity in favor of female with regard
to the teachers who teach English in the study locale. Further the findings reveal that
majority of the respondents 46.6% were between the age brackets of 26-35 years. This
57
indicates that majority of the respondents were youthful teachers. Only 6.2% of the
respondents were above the age of 55 years.
In relation to the level of education of the respondents, 37 respondents representing 56.9%
had P1 qualification, 13 respondents representing 20% had bachelor of education
qualification. Further, 18.5% had diploma qualification. Only 4.6% of the respondents
had Master of Education qualification. The researcher was therefore satisfied that the
teachers were well trained in the teaching of English language hence better results were
expected, especially in teaching oral skills. Their responses were taken to be credible and
reliable. The findings further revealed that majority of the respondents had less than 5
years of teaching experience. Nonetheless, this period was long enough to enable them
gain the necessary exposure and become knowledgeable enough to provide credible real
life experience on issues facing the teaching of oral communication skills in English.
4.4.Strategies Used by Teachers to teach Oral Skills
The first objective of this study was to find out the teaching strategies used by teachers
to teach oral skills among pupils in public primary schools. Descriptive statistics (mean,
standard deviation) from the filled questionnaires were used to present the findings as
shown in Table 4.3:
58
Table 4.3:
Strategies used by teachers to teach oral skills
Teaching Strategies used to Promote Development of Oral Skills N Mean Std.
Deviation
I use songs to teach oral skills 65 4.03 .847
I use poems and rhymes to teach oral skills 65 4.06 .982
I use question and answer technique to teach oral skills 65 2.95 1.419
Pupils participation in classroom activities helps to promote teaching of
oral skills in English
I use story telling technique in teaching oral skills
65 4.06 1.102
I use group work to teach oral skills in English 65 3.42 1.298
I encourage learners in my class to engage in dialogues as a strategy of
enhancing development of oral skills 65 2.83 1.387
Dramatization is the best strategy to teach oral skills in English 65 2.92 1.584
I select texts and encourage learners to read aloud in class in an attempt
to enhance development of oral skills 65 4.22 1.082
Valid N (listwise) 65
English, as a practical subject needs exposure to various teaching skills. Practice exercises
will help the students test the skills they learn. This has been supported by Gecaga (1986)
who observed that students must be exposed to situations where they can practice using
the language. They should be encouraged to express themselves orally in class
discussions. To get the required information, the teachers were asked to identify the
strategies they used when teaching oral skills.
From the statistics in Table 4.3, it is revealed that from the strategies used by teachers in
teaching oral skills, reading of texts pasages was commonly used by teachers of English
to encourage learners develop their oral skills; the findings further revealed that pupils
participation in classroom activities help in the development of their oral skills. Further,
it was established from the findings that teachers employed interactive techniques through
59
use of poems and rhymes and songs and use of storytelling technique. This is indicated
by high means and low standard deviations (M=4.22, SD=1.082; M= 4.06, SD= 1.102;
M=4.06, SD=0.982; M=4.03, SD=0.847M=3.88, SD=1.66) respectively. The study also
revealed that the use of dialogue, dramatization and group work as a technique of
enhancing the development of oral skills was not commonly used by the teachers in their
classes as attested by the low means and standard deviations ( M=2.83,
SD=1.387,M=2.92,SD=1.387 and M=3.42, SD=1.298) respectively.
The study brought to the fore the importance of pupils participation in classroom activities
in the development of their oral skills. Teachers of English used techniques that
encouraged pupils’ participation in the class during English lessons. This supports the
findings of Figueiredo, (2006) who found out that knowledge created by and derived from
discursive practices, both by the teacher and the pupils is a fertile ground for development
of oral skills.
In relation to participation in classroom interaction, these findings established that
teachers of English did not commonly employ the use of interactive techniques in
teaching oral skills. This is occasioned by the wide English syllabus that inhibits the use
of such techniques. The findings are similar to that of Njuguna (2000) who did a research
on verbal classroom interaction patterns of selected schools. She found out that the
lessons were highly controlled by the teachers, who determined the type of learning taking
place. As a result, the pupils had no opportunity to participate in the lesson creatively. Al
60
– Hosni (2014) observes that learners have difficulty in learning speaking skills due to
lack of oral activities.
Results from teachers’ interviews show that majority of the teachers (92%) used questions
and answer method as a popular strategy to teach oral skills in English. The popularity of
this method is based on the fact that question and answer method establishes a dialogue
situation that develops speaking skills among learners. (Nunan, 1994). Castello (1991)
puts it that use of question and answer method elicits answer that helps the pupil compose
his/her thoughts in English, search for appropriate words and structures and use them in
the appropriate order.
From the observation guide, it was established that in all the classroom lessons that were
observed, the teachers favoured lecture, question and answer, dialogue and discussion
methods during lesson introduction and development. During the lesson conclusions,
both the teachers and students asked questions on the content taught, exercises were given
to be marked either later or after the lesson and the summary of the lesson done. It was
however noted that the lessons were mainly teacher centered as there were no deliberate
means by the teachers to actively involve the learners. For instance, the questions and
answers, dialogues and the discussions in class were initiated by teachers and were done
less frequently while there was no attempt to use other methods like group discussions,
role play, and dramatization among others. This indicates that teachers rarely use teaching
strategies that enhance development of oral skills among the pupils, although they
indicated in the questionnaires that they prefer using the methods.
61
Teachers interviewed in this study were asked state the strategies they used in teaching
English oral skills. Majority of them stated that the most used teaching strategy was
storytelling and songs while the least used were news telling, repetition, role play and
questions. The interview revealed that all of the teachers reported the use of at least one
teaching strategy to promote development of oral language skills among pre-primary
school. However, comparing the reported and observed teaching strategies, teachers
reported various strategies which did not feature in the observations. According to
Mwangi (2007) such variations in the reported and observed teaching strategies can be
attributed to teachers not being aware of the importance of such specific instructional
strategies.
When interviewed on which method promoted performance of oral skills, the most
common methods given were lecture method, questions and answer method, direct
instruction method and guided learning method. All of them accepted that teachers of
English should go for further professional training and categorically they were for them
being sponsored by their institutes where they work.
On factors that contribute to the improvement of performance in English Language oral
skills, they mentioned having enough teaching staffs, teaching and learning materials as
the most effective factors on this. The respondents also noted that mother tongue
influence, and sheng’ as a language, inadequate teaching and learning resources, cultural
and religious issues as some of the challenges which they face while teaching English
Oral Skills.
62
4.5.Types of Teaching and Learning Materials Used for Teaching Oral Skills
The second objective of the study was to examine the types of teaching and learning
materials used for teaching oral skills among class three pupils in public primary schools.
The acquisition of oral skills in the English language depends not only on the materials
and methods used to teach the language but also on the frequency of practice of the skill
taught. The study sought to establish the common types of teaching and learning materials
used in teaching oral skills. The findings are analyzed and presented in Table 4.4.
Table 4.4:
Types of teaching and learning resources used for teaching oral skills
Teaching & Learning Materials N Mean Std.
Deviation
Pictures/photographs 65 3.75 1.061
Resource persons 65 2.03 1.131
Textbooks 65 4.08 1.094
Newspaper/magazine cuttings 65 4.05 1.052
Audio-visual materials 65 2.26 1.372
Flash cards 65 3.69 1.074
Crossword puzzles 65 2.60 1.539
Vocabulary Tree 65 3.77 1.247
Valid N (listwise) 65
Textbooks and newspaper/magazine cuttings were used as the preferred teaching and
learning material in teaching oral skills in English with means of 4.08; 4.05 and a standard
deviation of 1.094; 1.052 respectively. This implies that Teachers did not use a variety of
materials apart from the course book. This finding is similar to the findings made by
Mundui (2002) in her study where she found out that the main instructional material was
63
the course book. This was confirmed by the researcher when classroom observation was
done. Students shared textbooks (ratio of 1:3) and this affected their concentration for
listening. The findings were similar to the ones made by Nderitu (1992) who noted that
teaching and learning materials in most public primary school were scarce and classes
were large. Mogaka (2001) observed a tendency by English language teachers to strive
towards covering the syllabus. According to Mogaka, this meant using textbooks leaving
no room for their (teachers) own innovativeness and creativity in the classroom and also
denying the students active classroom participation. The current study confirmed
Mogaka’s observation. It is very difficult to effectively integrate and develop oral skills
in English language, hence weakening acquisition and development of these language
skills by the learners. This may reflect negatively in their general performance in English
language where they require these skills to perform different tasks in English language.
The study revealed that most schools lacked a variety of other learning materials and
resources like radios and audio tapes/cassettes to enable them effectively teach oral skills.
It was however the opinion of the teachers interviewed that the teaching of oral skills
would be effective if supplementary materials were used alongside textbooks. Therefore,
it was evident to the researcher that to improve students' communication competence and
in effect performance in English, more needs to be done. For example there is need to
stock schools with adequate teaching resources, especially textbooks. In the sampled
schools, none of the teachers engaged the use of resource persons in teaching oral skills.
This according to the teachers interviewed could be attributed to the lack of adequate time
and competent resource persons to be used by the teachers in teaching oral skills. This
64
coupled with the fact that teachers strive to finish the syllabus on time meaning that there
is no time for teachers to engage their creativity or innovativeness in the utilization of
teaching and learning materials/resources.
Flash cards are useful in prompting drills, asking for suggestions about the characters or
the process of a story, asking for thoughts about a picture or a situation as well as
prompting yes or no answers to questions. The study revealed that majority of the English
language teachers did not employ the use of flash cards in teaching oral skills in English
as indicated by the mean 3.69 and a standard deviation of 1.074. This according to the
teachers interviewed was attributed to the lack of creativity and adequate time in coming
up with the flashcards. Findings from class observation showed that a majority of the
teachers did not use different types of teaching and learning materials in teaching oral
skills. Most of them used textbooks. This was attributed to the fact that it was the only
readily available material for teaching oral skills.
Findings arising from teachers interviews reveal that teachers generally appreciated the
use of various instructional materials to improve the oral skills of the learners. This
indicated positive approval and shows that instructional materials are significant in
enhancing learners’ oral skills as indicated by 92.5% of the respondents. Teachers highly
rated the use of well-designed instructional materials on encouraging learners’ oral skills.
Teachers agreed that they read a book or books every day to the children in their
classroom in a group setting. This finding stresses the use of books as instructional
65
material to enhance oral skills among learners. Through reading of books, learners are
able to speak and pronounce the words exactly the way their teachers read them in books.
4.6 Relationship between Teachers’ Qualification and their Ability to Teach Oral
Skills
The third objective of this study was to establish the relationship between teachers’
qualification and their ability to teach oral skills. Using this information, the researcher
wanted to establish if the teacher’s educational and professional qualifications determined
the way he/she utilized strategies used in teaching oral skills in the English language. The
study findings revealed that all the teachers handling English language in all the schools
were academically qualified. 37 (teachers) representing 56.9% had P1 qualification, 13
respondents representing 20% had Bachelor of Education qualification, 18.5% had
diploma qualification and only 4.6% of the respondents had Master of Education
qualification. A teacher’s level of education qualification is a very important and
determinant in effective teaching and learning, and that the level of education influences
performance. This is because trained teachers have know- how in the subject to teach it
effectively as they are equipped with the skills and knowledge to teach with confidence.
Maundu (1986) concludes that there was significant correlation between teacher
qualification and pupil performance in Kenya, the good performance was attributed to
excellent instructions given by qualified teachers.
Results from the interviews revealed that teachers agreed that there was a relationship
between their qualification and the teaching of English language oral skills. Specifically,
66
majority agreed that teachers’ qualifications implied that they had gone through various
forms of training which enabled them to develop mastery of skills and an understanding
of various concepts and theories that enabled them understand their learners and thus use
appropriate strategies to teach oral skills. However, according to the observation made by
the researcher, the experience of the teacher had an impact in the acquisition of oral skills
more than merely the academic qualification of the teacher. The relationship between
teachers’ qualification and pupils’ performance in oral skills was determined using the
Spearman’s Correlations (r). The results of the Spearman test between the teacher’s
highest qualification and students’ academic achievement are summarized in table 4.5.
Table 4.5:
Relationship between Teachers' Qualification and Pupils Performance in Oral Skills
Scale Pupils’ Performance
Teachers’ Qualification Correlation Coefficient -.027
p-Value .694
N 65
The results of the Spearman’s correlations in table 4.5 showed that the relationship
between the teachers’ qualification and pupils’ oral skills performance was negative but
not significant at the 0.05 level, (r= -0.027). This meant that teachers qualification do not
influence pupils’ oral skills performance. This argument was supported by (Ochieng,
2012) who established that there was a weak positive relationship between teacher
qualifications and girls academic achievement in mathematics that was not significant.
Literature has shown that teachers’ experience has a significant effect on pupil’s
performance in primary schools and secondary school levels (Rivers & Sanders, 2002;
Clotfelter et al., 2007). Experienced teachers have a richer background to draw from and
67
can contribute insight and ideas to the course of teaching and learning, are open to
correction and are less dictatorial in classroom (Kosgei et al., 2013). Adeyegbe (2000)
posited that many students perform poor in examinations as a result of in-experience in
teaching methodology and content. Supporting this point, Oderinde (2003) remarked that
teachings of students by unqualified teachers who are inexperienced in teaching
methodology are among the reasons why many candidates find it difficult to pass their
examinations.
4.7. Challenges Faced by Teachers of English While Teaching Oral Skills
The fourth objective was to find out the challenges faced by teachers of English while
teaching oral skills in public primary schools. Zhang (2009) argued that speaking remains
the most difficult skill to master for the majority of English learners, and they are still
incompetent in communicating orally in English. Table 4.6 shows the enumerated
challenges faced by English teacher while teaching oral skills.
Table 4.6:
Challenges faced by teachers while teaching oral skills
N Mean Std.
Deviation
Interference of mother tongue 65 4.25 .848
Ineffective methods used in teaching oral skills 65 2.18 4.085
Shortage of relevant textbooks 65 4.03 1.145
Lack of constant practice in the use of oral skills 65 4.14 1.074
Lack of language laboratories in schools 65 3.69 1.310
Valid N (listwise) 65
68
On the interference of mother tongue on the teaching of Oral English, the results from the
analysis reveal that the majority of the respondents were of the opinion that the teaching
and learning of oral skills in English was greatly hampered by mother tongue influence.
These findings are consistent with those of Muriungi and Mbui (2013) whose study
established that students’ acquisition of English language skills is greatly hampered by
poor foundations right from primary school where much of the instruction is given in
vernacular. Mother tongue influence and poor foundation were given as another source
of slow acquisition of English language skills by students. Most 2nd language learners
subconsciously transfer language rules of L-1 to L-2, sound system or word order. Thus,
heavy mother tongue influence happens because your native language sounds have not
yet been replaced with the second language sounds. The importance of pronunciation in
communication cannot be denied. In fact it is as important as grammar and vocabulary.
Yet, the evidence of mother tongue influence on English is very obvious. This manifests
in the form of incorrect pronunciation. Pronunciation error may be due to many issues.
Guesswork or vagueness of the correct form of a word or sentence, or a general ineptness
of the language could be the reason of mispronunciation. The most common reason is
transfer or interference from the mother tongue. Generally, errors made in pronunciation
are due to difference in the sound system and spelling symbols between the mother tongue
and English.
Results obtained through observation showed that learners struggled to find the
appropriate vocabulary item when trying to speak in English, which reflects their
insufficient vocabulary repertoire. It was also noted during the class observations that
69
pupils’ participation was very low. This is because of the fear of making mistakes in front
of their classmates.
As the old adage goes “practice makes perfect”, lack of constant practice in the use of
oral skills emerged as a major challenges in the development of oral skills in English
among learners in primary schools. This finding echoes that of Kaniu (2003) whose study
indicated that if the students used mother tongue in most of their interaction activities,
then their opportunities to practice the use of English is limited. This idea seems to
suggest that students` acquisition of English language skills to some extent can be
thwarted by the rampant use of vernacular in most of their interaction activities in schools.
Practice is a physical activity. It also requires a confirmation on its relevance to effective
teaching of this component of English Language. Pupils need to be exposed more to
learning activities that provide opportunities for language practice. Oral skills in English
are an aspect of language that is concerned with our ability to speak good English. Regular
usage of standard pronunciation can lead to perfection. This is not the case with many
pupils as they revert to the mother tongue, Kiswahili or sheng immediately after the
normal lesson or class hours.
The study also revealed that lack of adequate textbooks hindered the development of oral
skills in English as revealed by the high means and standard deviations (M=4.03
SD=1.145) respectively. Textbooks are very necessary in the teaching and learning
process. They enhance the learners’ understanding of what has been taught. The libraries
in most public schools are not fully equipped to meet the needs of the learners. This also
affects their proficiency especially in spoken English. Textbooks reading are considered
70
to be among the best practices that can enhance basic oral communication skills. Reading
English literature, newspapers, magazines, novels improves vocabulary skills. According
to (Rodríguez, 2014), communicative texts are educational materials for language
learning that focus on the genuine use of a language for communicative purposes in a
variety of meaningful contexts. Above and beyond the mere study of linguistic forms,
these texts offer opportunities to communicate, interact and negotiate meaning.
Many scholars indicate that textbooks seem to be the main teaching resources in EFL
classrooms. Byrd (2001) claims that most teachers depend on textbooks - often as a
required tool because they provide content and activities that shape what happens in the
classroom. González (2006) says textbooks became an alternative for three main reasons:
they are apparently eclectic alternatives to save time and money, they include pictures
and graphic materials that may be more efficient than the teacher's descriptions, and they
contain all kinds of objects that may be difficult to bring into the classroom
From some teachers interviewed, they state to have lacked support from both the school
and parents. In schools, they claim that some teachers failed to implement the language
policy set while some parents encouraged their children to speak in mother tongue.
71
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter presents the summary of findings, conclusions, recommendations and
suggestions for further research. The findings in this chapter are outlined based on the
research objectives pursued by the study. The study establishes major findings which
make a direct contribution to knowledge and policy formulation. Recommendations for
policy and practice have been stated. Finally, suggestions for further research have been
made.
5.2. Summary of Findings
The overall aim of this research was to investigate teaching strategies that enhance oral
skills proficiency in English language among class three pupils among lower primary
school learners. The first chapter of the study provided the background against which the
study was carried out. Towards the achievement of this, the study sought to fulfill the
following objectives: to investigate the teaching strategies used by teachers to teach oral
skills, to examine the types of teaching and learning materials used for teaching oral skills,
to establish the relationship between teachers’ qualification and their ability to teach oral
skills and to establish the challenges faced by teachers of English while teaching oral
skills in standard three in public primary schools. The study was anchored on Vygotsky’s
theory of Zone of Proximal Development. The key variables were categorized into two
namely; the independent and the dependent variables. The independent variable were the
72
teaching methods, teaching and learning materials and teachers’ qualifications, while the
dependent variable was oral skills proficiency as indicated by learner’s fluency,
expressive ability and comprehension. The study employed a descriptive survey design.
The research instruments used were a questionnaire, an interview schedule and an
observation schedule. Both the questionnaire and the interview schedule solicited data
from teachers of English on the strategies used in teaching oral skills. English language
lessons were also observed with the help of a classroom observation worksheet items.
The target population comprised of 36 public primary schools and 335 teachers. The
sample size was 100 respondents. Data were obtained through use of the designed data
collection instruments. The validity of instruments was established through discussion of
the items in the instrument with supervisors. By use of the split-half technique, instrument
reliability was established. Data was analyzed using SPSS and the data was presented
using frequency tables. Findings of the study were discussed based on the objectives as
below.
5.2.1. Strategies Used by Teachers to teach Oral Skills
The first objective of the study was to find out the teaching strategies used by teachers to
teach oral skills. The findings of the study revealed that from among the strategies used
by teachers in teaching oral skills, text books were commonly used by teachers of English
to encourage learners develop their oral skills through reading of text passages; the
findings further revealed that pupils participation in classroom activities help in the
development of their oral skills.
73
Further, it was established from the findings that teachers employed interactive
techniques through the use of English as a medium of instruction in their classes while
teaching oral skills. The study also revealed that the school environment did not provide
a conducive environment that enhanced the development of oral skills and that
conversation as a technique of enhancing the development of oral skills was not
commonly used by the teachers in their classes.
Findings from observation indicate that most of the teachers did not adequately prepare
their lessons on oral skills and therefore were unable to vary their teaching strategies.
Also, the large population and scarcity of resources hindered effective use of interactive
methods of teaching oral skills however teachers also lacked creativity in coming up with
strategies to teach oral skills.
5.2.2. Types of Teaching and Learning Materials Used for Teaching Oral Skills
The second objective of the study was to examine the types of teaching and learning
materials used for teaching oral skills in English. The study established that textbooks
and newspaper/magazine cuttings were used as the preferred teaching and learning
material in teaching oral skills in English. The study revealed that most schools lacked a
variety of other learning materials and resources to enable them effectively teach oral
skills. None of the teachers as the study also revealed engaged the use of resource persons
in teaching oral skills. This could be attributed to the lack of adequate time and competent
resource persons to be used by the teachers in teaching oral skills.
From the observation made in the study, teachers lacked innovativeness and adequate
time to come up with teaching and learning aids. The large number of students in a class
74
did not allow teachers use some materials for example flashcards, pictures, and
newspaper cuttings. Teachers were also rigid to adapt to use of technology especially the
elderly teachers who stack to their old system of teaching.
5.2.3. Relationship between Teachers’ Qualification and their Ability to Teach
Oral Skills
The third objective of this study was to establish the relationship between teachers’
qualification and their ability to teach oral skills. The study findings revealed that all the
teachers handling English language in all the schools were academically qualified.
Results from the interviews revealed that teachers agreed that there was a relationship
between their qualification and the teaching of English language oral skills. This implied
that they had gone through various forms of training which enabled them to develop
mastery of skills and an understanding of various concepts and theories that enabled them
understand their learners and thus use appropriate strategies to teach oral skills. However,
from the observation made, there was no correlation between teachers’ qualification and
their ability to teach oral skills.
5.2.4. Challenges Faced by Teachers of English While Teaching Oral Skills
The fourth objective of the study sought to establish the challenges faced by teachers of
English while teaching oral skills in English. The results from the analysis reveal that
majority of the respondents were of the opinion that the teaching and learning of oral
skills in English was greatly hampered by mother tongue influence. Lack of constant
practice in the use of oral skills also emerged as a major challenges in the development
of oral skills in English among learners in primary schools. The study also revealed that
lack of adequate textbooks hindered the development of oral skills in English.
75
Findings from observation show lack of support from both some teachers and some
parents in the teaching and learning of oral skills.
5.3. Conclusions and Recommendations
The findings of this study are the grounds upon which the following conclusions and
recommendations were reached. This study concludes that:
5.3.1 Strategies used by teachers to teach oral skills
Whereas oral skills are taught in schools, teachers do not use a variety of instructional
strategies that play a major role in achieving communication competence. Use of question
and answer method remain the most frequently used teaching and learning activity in
English oral communication skills. Activities like debating, dialogue, storytelling and oral
presentations, listening comprehensions though recommended in the English syllabus
seemed to be ignored as they were not given adequate emphasis and yet they have a high
potential for improving oral skills. Passage reading used by teachers of English fosters
development of oral skills. In addition, teachers employed interactive techniques through
the use of English as a medium of instruction in their classes while teaching oral skills.
Therefore, teaching of oral skills in English deserves much of teachers’ attention because
language learning can effectively be taught if teachers integrate use of structured passages
and interactive activities in class.
5.3.2 Types of teaching and learning materials used for teaching oral skills
Most schools lacked a variety of other teaching and learning materials and resources to
enable teachers effectively teach oral skills. Teachers used course textbooks, and the
chalk board as the main teaching and learning resources. Therefore there is need to
76
diversify teaching and learning materials that can bring about effective teaching and
learning of oral skills in English.
5.3.3 Relationship between teachers’ qualifications and the teaching of oral skills
Most teachers of English language in public primary schools have gone through various
forms of training and thus acquiring the relevant skills which enabled them to understand
the various concepts and theories as well as use appropriate strategies to teach oral skills.
5.3.4 Challenges faced by teachers of English while teaching oral skills
Teaching and learning of oral skills in English was greatly hampered by mother tongue
influence and lack of constant practice in the use of oral skills as well as that lack of
adequate textbooks.
5.4. Recommendations
From the research findings, the following recommendations were made:
i. Teachers should design more interactive oral strategies such as debates, role play, reciting
of poems and instructional activities that allow students to participate in the learning
process.
ii. There is need for the government to procure and distribute enough teaching and learning
materials that can facilitate the improvement of learning English oral skills. Teachers
need to integrate oral skills with other language skills for the development of fluency
which is the main goal of integrated syllabus. They can do this by allocating more time
to practice oral activities using the target language in and out of the classroom.
77
iii. Teachers of English should try and advance their teaching skills through attending more
professional trainings and that they should adopt a learner centered method of teaching
to allow for active participation of students in order to encourage them to communicate
effectively and intelligibly.
iv. A collaboration of Ministry of Education and its sub sectors like TSC, KICD, Tusome
and Pride should come together to minimize the challenges identified to be in the path of
teaching English Oral Skills if not uprooting them completely. Foundation of language
skills in primary schools should be improved to enable learners to progress well in
secondary level where they can use English confidently in their daily interactions. Hence
more lessons can be provided for the learning and teaching of English.
5.5. Suggestions for Further Research
The present study focused on the influence of teaching strategies used to teach oral skills
in English language among class three pupils in lower primary school learners. Further
research is recommended in the following areas as a means of enriching this study:
i. This research work was carried out only in a single Sub County in Kakamega County.
The same or related study should be replicated in other Sub Counties and counties in
Kenya, using wider samples and results thereof compared to those of the present study to
give a wider picture of strategies used in teaching oral skills in primary schools.
78
ii. Further research is needed, for instance, to examine teaching strategies that language
teachers use in upper class levels while teaching other skills in English.
iii. It is also important that a study is conducted on how teacher trainees are prepared to teach
oral skills in English in schools.
79
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APPENDIX 1: THE TEACHERS QUESTIONNAIRE
The purpose of this study is to find out the influence of teaching strategies used to teach
oral skills among class three pupils in lower primary school learners in Kakamega East
sub-county, Kenya. You have been selected by chance to assist in providing information
that would help in answering the research questions, as your views are considered
important to the study. You are not required to fill in your names. All information given
will be treated with utmost confidentiality and will only be used for this study.
Instructions:
Please respond to the questions as accurately, completely and as honest as possible and
tick (√) one response as appropriate or fill the space provided.
Part A: Background Information
1. Indicate your sex
Male [ ] Female [ ]
2. Please indicate the age bracket in which you fall under
Below 25 years [ ] 26 – 35 years [ ] 36 years – 45 years [ ] 46 years – 55 years [ ] Above
55 years [ ]
3. What is your level of education?
Certificate (P1) [ ] Diploma in Ed [ ] B.Ed [ ] M.Ed [ ]
Other (Specify)______________
4. How long have you been teaching?
Less than 5 years [ ] 5 to 9 years [ ] 10 to 14 years [ ] 15-20 years [ ] 21 years and above
[ ]
5. Which Subjects do you teach in the school
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______
86
PART B: Teaching Strategies Used by Teachers to Promote the Development of
English Oral Skills
1. The following are views on teaching strategies used by teachers to teach English oral
skills. Please state the extent to which you agree or disagree with these statements by
ticking the most appropriate response
Teaching strategies used by Teachers to teach Oral
Skills
5 4 3 2 1
Str
on
gly
agre
e
Agre
e
Un
dec
ided
Dis
agre
e
Str
on
gly
dis
agre
e
1. Use of songs is essential in teaching oral skills in
class
2. Use of poems is essential in teaching oral skills
3. Oral communication skills can be taught through
use of storytelling technique
4. Pupils participation in classroom activities helps
to promote teaching of oral skills in English
5. Group work should be encouraged to teach oral
skills in English
6. Learners should be encouraged to engage in
conversation as a technique of enhancing
development of oral skills
7. Dramatization is the best strategy to teach oral
skills in English
8. Texts and passages encourage learners to read in
class in an attempt to enhance development of oral
skills
9. In your opinion, how would you rank your pupils’ level of oral proficiency in English?
Tick the most response.
A. High [ ]
B. Above average [ ]
C. Average [ ]
D. Below average [ ]
E. Low [ ]
87
10. Can you say that your pupils like speaking in English?
a. Yes
b. No
11. What makes them like to speaking in English?
…………………………………………………………………………………
……………………………………………………………
Part B: Types of Teaching and Learning Materials Used For Teaching Oral Skills
The following are some of the common materials used in teaching oral skills in English.
Please indicate the extent of use of these materials during your classes
Teaching & Learning
Materials
MostlyUsed Used Undecided Rarely
Used
Least
Used
Pictures/photographs
Resource people
Textbooks
Newspaper/magazine
cuttings
Audio-visual materials
Flash cards
Crossword puzzles
Vocabulary Tree
Which of the following ways do you use most while teaching oral skills?
a. Storytelling
b. Role-play
c. Reading
d. Discussion
88
e. Question and Answer
f. Paired talking
g. Use of songs/rhymes
h. Reciting poems
What language do you use when communicating with;
ii). Pupils outside classroom..............................................
iii). With other teachers..........................................................
PART C: Influence of Teachers’ Qualification on Development of Oral
Communication Skills
Do you believe that teachers’ qualification influences the performance of oral skills in
English?
Yes [ ] No [ ]
If the answer to your response in the question above, give your reasons
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________
Do you always prepare scheme of work and lesson plans for teaching oral skills in
English
Yes [ ] No [ ]
89
PART D: Difficulties Faced By English Teachers While Teaching Oral Skills
The following are teachers’ views on difficulties they face while teaching English oral
skills. Please state the extent to which you agree or disagree with these statements
Difficulties Faced By English Teachers While
Teaching Oral Skills
5 4 3 2 1
Str
on
gly
ag
ree
Ag
ree
Un
dec
ided
Dis
ag
ree
Str
on
gly
dis
ag
ree
1. Interference of mother tongue
2. Ineffective methods used in teaching oral skills
3. Shortage of relevant textbooks
4. Lack of constant practice in the use of oral
skills
Which area of oral language skills do your pupils find more problematic?
(a) Pronunciation of sounds
(b) Stress placement of words
(c) Intonation
(e) Auditory awareness
(f) Listening
(g) Speaking/telling
(h)Vocabulary knowledge
90
TYPES OF TEACHING AND LEARNING MATERIALS USED FOR TEACHING
ORAL SKILLS
List down the teaching learning materials that you usually use for teaching English oral
skills in your class
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
91
APPENDIX II: CLASSROOM OBSERVATION SHEET ON THE ORAL
PERFORMANCE OF CONVERSATION INSIDE THE CLASSROOM
Oral Competencies Not
yet
1
Progressing
2
Proficient
3
Mastery
4
1. Communicates basic personal needs
orally
2. Gives and responds to greetings,
introductions, and farewells
3. Requests and gives permission
4. Produces complete phrases and
simple sentences that may contain
errors
5. Participates in everyday
conversations about familiar topics
6. Responds to social or academic
questions with basic answers
7. Demonstrates appropriate use of
body language in specific situations
8. Responds to academic questions
with complete answers and
connected speech
9. Asks complex clarification questions
10. Defines, compares, and classifies
objects using sentences
11. Asks relevant questions after
listening to information
12. Rephrases, explains, revises,
expands information to check
comprehension
13. Demonstrates appropriate vocal
quality in specific situations
14. Listens and contributes to academic
discussions
92
APPENDIX III: TEACHERS OF ENGLISH INTERVIEW GUIDE
This interview schedule is for the purpose of determining the teaching techniques that
enhance oral proficiency among lower primary school learners in Kakamega East sub-
county, Kenya. You are kindly requested to complete it indicting your honest responses.
1. a) What teaching strategies do teachers of English use in teaching English oral skills?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________
b). Which methods in your opinion promote student’s performance in particularly oral
skills?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________
3 a) In your view, is there any relationship between a teachers’ qualification and
teaching of English language? Explain
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
b) Have you attended any in – service training for English language ?
______________________________________________________________________
________
c) If yes, who facilitated the programme (s)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________
4. What factors contribute in the improvement of performance of English language oral
skills?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
5. What challenges do teachers in your school face while teaching oral skills?
93
APPENDIX IV: WORK PLAN
Period in Months
Jan-
June
2017
Jul-
Aug
2017
Sept-
Oct
2017
Nov
2017
Jan-
Apr
2018
June
2018
Nov
2018
Proposal Preparation
o Problem Identification
o Review of Related
Literature
o Proposal writing
o Production of copies for
submission
Departmental Defense
o Oral Examination at the
Department
o Correction of Proposal
after Defense
Preparation for School Defense
o Production of copies for
Faculty defense
o Faculty for examination
and defense
Submission of Proposal to
School of Education
o Letter of Authority to
conduct research from University
o Letter of Authority to conduct research from NCST
Data Collection
o Administration of
research instruments
o Collection of research
instruments for data analysis
Data Analysis
Report Writing
o Report writing
o Submission for examination
94
APPENDIX V: RESEARCH BUDGET
Proposal Writing and Presentation
Purchase of Stationery 5 reams of paper
Stationery
2 ream of ful1scaps
Typing & Printing (12 copies)
Binding (12 copies)
Internet/Libraries/photocopy of
materials
Travelling and subsistence
Description/Unit
Cost
@350
500
@300
70 pages @ 20 per
page
@ 80 per copy
Sub-Total
1,750
600
500
16,800
960
5,000
10,000
Total
35,610
Piloting
Preparation of Pre-testing Instruments
(6copies)
Travelling and Subsistence
Stationery
18 pages @ 20 per
page
500
360
8,000
500
8,860
Data Collection
Photocopying of Questionnaires
Travelling and Subsistence
Distribution of Questionnaires
Stationery
3 pages @ 2 per
page
1,200
15,000
5000
500
21,700
Data Analysis
Data entry and analysis using SPSS
Thesis Writing
Typing and printing (12 copies)
Binding of thesis ( 12 copies)
GRAND TOTAL
200 pages @ 20
@ 500
20,000
48,000
6,000
20,000
54,000
Ksh.
140,170
Sources of Funds: Self-Financed By the Researcher
95
APPENDIX VI: LETTER OF INTRODUCTION
Kenyatta University
School of Education
Nairobi
Dear Sir/Madam,
RE: TEACHING STRATEGIES THAT ENHANCE ORAL SKILLS
PROFICIENCY AMONG CLASS THREE LOWER PRIMARY SCHOOL
LEARNERS IN KAKAMEGA EAST SUB-COUNTY
I am a Post Graduate student at Kenyatta University, currently pursuing a degree of
Master of Education. I would like to carry out a research on the above topic. A
questionnaire is attached herein for the purposes of data collection. You are advised not
to include your name.
Kindly respond to all questions.
Yours faithfully,
AfandiVivian
Researcher
96
APPENDIX VII: LOCATION OF KAKAMEGA EAST SUBCOUNTY
97
APPENDIX VIII: LETTER OF INFORMATION AND CONSENT FOR THE
PARTICIPANT
Dear parent/Guardian,
I am a postgraduate student at Kenyatta University, currently pursuing a degree of Master
of Education. You are requested to allow your child to take part in a research study for
my masters’ thesis in Education. This study seeks to investigate the influence of teaching
strategies in teaching oral skills in English language among class three pupils in lower
primary school learners in Kakamega East sub-county, Kenya. The aim is to provide
information that can be used to increase the knowledge on strategies used in teaching oral
skills in English. Your child will not be required to write their name or any other personal
information on the questionnaire. If you agree that your child takes part in this study, your
child’s personal information will be kept confidential. Data received will only be used for
the purposes specified and will not be distributed to anyone else. I will destroy the data
after publishing the outcomes. Participation to this study is voluntary and no rewards will
be received by students for participating. Should you have any questions, please contact
the researcher.
If you agree to participate, I kindly request you to sign the consent form attached to this
letter to confirm your consent to allow your child participate in this study.
I thank you in advance for your support.
VIVIAN AFANDI
RESEARCHER
98
APPENDIX IX: STATEMENT OF CONSENT
I have clearly read and understood the purpose of the study. I recognize that my child’s
participation is voluntary and that he/she can pull out from the study at any time without
prejudice. I also understand that no rewards will be received by my child for
participating. Signing this form below means that I am indicating that everything is clear
and has been explained to me. I am indicating that I understand how the study data will
be used and how my child’s privacy will be protected. I understand that information from
my child will be used for a thesis and possibly other published studies and I consent for
it to be used in this manner.
I give permission for my child _________________________________ to participate
in this research. (Child’s name)
Parent/ Guardian Signature ____________________________
Date___________________
Name (please
print)___________________________________________________________
99
APPENDIX X: RESEARCH PERMIT